Manipulatives: A Sensory Blast From the Past

Manipulatives: A Sensory Blast From the PastJanuary 24, 2009

Presenters:Doug Balmer

Ghazwa Aldoori

January 24, 2009

Presenters:Doug Balmer

Ghazwa Aldoori

(Moser, 1986)

GoalsGoals

�Address the educational theory and research supporting the use of manipulatives

�Demonstrate how to use a wide variety of cost-effective manipulatives

�Address the educational theory and research supporting the use of manipulatives

�Demonstrate how to use a wide variety of cost-effective manipulatives

Goals (continued)Goals (continued)

�Allow time for participants to practice using many of the manipulatives

�Provide participants with manipulatives that can immediately be incorporated into the classroom

�Allow time for participants to practice using many of the manipulatives

�Provide participants with manipulatives that can immediately be incorporated into the classroom

What is a manipulative?What is a manipulative?

�“Objects that can be touched and moved by students to introduce a mathematical [or chemical] concept”(Hartshorn, & Boren, 1990).

�“Concrete models that incorporate mathematical [or chemical] concepts, appeal to several senses and can be touched and moved around by students” (Hynes, 1986).

�“Objects that can be touched and moved by students to introduce a mathematical [or chemical] concept”(Hartshorn, & Boren, 1990).

�“Concrete models that incorporate mathematical [or chemical] concepts, appeal to several senses and can be touched and moved around by students” (Hynes, 1986).

Theoretical FrameworkTheoretical Framework

Johann Heinrich Pestalozzi (Swiss, 1746-1827)

� Include the five senses (Wink, 2004)

� Move from concrete objects to abstract thinking (Wink, 2004)

� Connect hand, heart, and head (Wink, 2004)

� Anschauung: direct observation and interpretation (Wink, 2004)

Johann Heinrich Pestalozzi (Swiss, 1746-1827)

� Include the five senses (Wink, 2004)

� Move from concrete objects to abstract thinking (Wink, 2004)

� Connect hand, heart, and head (Wink, 2004)

� Anschauung: direct observation and interpretation (Wink, 2004)

(Southern, 2001)

Theoretical FrameworkTheoretical Framework

Maria Montessori (Italian, 1870-1952)

� Education of the senses first, education of the intellect second (Smith, 1997)

� “Looking becomes reading; touching becomes writing” (Smith, 1997)

� Decentering of the teacher (Smith, 1997)

Maria Montessori (Italian, 1870-1952)

� Education of the senses first, education of the intellect second (Smith, 1997)

� “Looking becomes reading; touching becomes writing” (Smith, 1997)

� Decentering of the teacher (Smith, 1997)

(Smith, 1997)

Learning TheoryLearning Theory

Concrete AbstractTransitional

Iconic

Semiconcrete Semiabstract

Semiconcrete: “A representation of a real situation; pictures of the real items are used rather than the items themselves” (Heddens, 1986).

Semiabstract: “A symbolic representation of concrete items, but the pictures do not look like the objects for which they stand” (Heddens, 1986).

Learning TheoryLearning TheoryConcrete AbstractTransitional Iconic

Semiconcrete Semiabstract

� “Common elements” must exist between the concrete manipulatives and the abstract topic (Bohan & Shawaker, 1994).

� The student must be aware of those common elements (Bohan & Shawaker, 1994).

� “If one wants transfer to happen, one must teach for it” (Bohan & Shawaker, 1994).

Learning TheoryLearning TheoryConcrete AbstractTransitional Iconic

Semiconcrete Semiabstract

� Students that successfully transfer to the abstract stage will continue using manipulatives if allowed. Students must be encouraged to put them away (Bohan & Shawaker, 1994).

Manipulatives: Frosting or Flour?(Moser, 1986)

Manipulatives: Frosting or Flour?(Moser, 1986)

� “Are manipulatives an afterthought--the frosting on the cake, or are they a given--a part of the recipe that you cannot do without [flour]” (Moser, 1986).

Vs.

Current Research (Use)Current Research (Use)

�Long-term use is more effective than short-term use (Hartshorn & Boren, 1990)

�Use is greater among new teachers, but with training use increases with all teachers (Hartshorn & Boren, 1990)

�Availability is probably the most important factor affecting use (Hartshorn & Boren, 1990)

�Long-term use is more effective than short-term use (Hartshorn & Boren, 1990)

�Use is greater among new teachers, but with training use increases with all teachers (Hartshorn & Boren, 1990)

�Availability is probably the most important factor affecting use (Hartshorn & Boren, 1990)

Current Research (Use)Current Research (Use)

�Primary: Most teachers use manipulatives daily or weekly (Howard, Perry, & Tracey, 1997).

�Secondary: Most teachers use manipulatives biweekly or monthly (Howard, Perry, & Tracey, 1997).

�“Though research and theory support the use and benefits of using manipulatives in the classroom, actual practice does not seem to follow this pedagogical model (Hatfield 1994)” (Moch, 2001)

�Primary: Most teachers use manipulatives daily or weekly (Howard, Perry, & Tracey, 1997).

�Secondary: Most teachers use manipulatives biweekly or monthly (Howard, Perry, & Tracey, 1997).

�“Though research and theory support the use and benefits of using manipulatives in the classroom, actual practice does not seem to follow this pedagogical model (Hatfield 1994)” (Moch, 2001)

Current Research (Effectiveness)Current Research (Effectiveness)

�Improved comprehension in college chemistry and life science classes (Krontiris-Litowitz, 2008)

�Increased comprehension and improved analytical skills in precollege classes (Krontiris-Litowitz, 2008)

�Improved comprehension in college chemistry and life science classes (Krontiris-Litowitz, 2008)

�Increased comprehension and improved analytical skills in precollege classes (Krontiris-Litowitz, 2008)

Current Research (Effectiveness)Current Research (Effectiveness)

�Students with less “cognitive structures” [more concrete thinkers] need to interact with manipulatives to comprehend science (Cohen, 1992).

�Students with less “cognitive structures” [more concrete thinkers] need to interact with manipulatives to comprehend science (Cohen, 1992).

Using Manipulatives Successfully(Joyner, 1990)

Using Manipulatives Successfully(Joyner, 1990)

�Allow for exploration

�Package the materials

�Communicate clear expectations and

guidelines

�Model how to use the manipulatives

�Allow for exploration

�Package the materials

�Communicate clear expectations and

guidelines

�Model how to use the manipulatives

Manipulatives work!(Moch, 2001)

Manipulatives work!(Moch, 2001)

�“Using manipulatives well takes time and practice. Using them strictly because they are the latest fad or because of some administrative mandate, without teachers investing their time or interest, results in a less than desirable outcome for students, teachers, and administrators.”

�“Using manipulatives well takes time and practice. Using them strictly because they are the latest fad or because of some administrative mandate, without teachers investing their time or interest, results in a less than desirable outcome for students, teachers, and administrators.”