Summary of Discussions
After our discussion ventured away from figuring out what exactly we wanted to change about our lesson from module 4, we ended up deciding on adding in the labels that go along with a subtraction problem (Minuend - Subtrahend = Difference), breaking down the steps of performing a subtraction problem with and without borrowing, and using manipulatives to help solve the problem. We were able to find various videos that showed these things in action, as well as a BrainPOP video that broke down subtraction (using manipulatives) and had extended activities that could be done within the concept of subtraction. After discussing with my group members, I wanted to research the use of manipulatives in math and how helpful they are for students. I have noticed many times that just by giving students objects to have their hands-on, or giving them scratch paper to make drawing, their results have improved greatly.
Articles
Burns, M. (2012). 7 Musts for Using Manipulatives. Scholastic. Retrieved from http://www.scholastic.com/teachers/article/7-musts-using-manipulatives-0
This article is amazing in that it gives a teacher 7 things they should do in order to use manipulatives in the classroom. I have seen, firsthand, in a prekindergarten classroom what happens when you give students new manipulatives and expect them to "work" with them right away without giving them an avid amount of "play-time" with the new objects. I also really liked that one of her things to do was to allow parents to use the manipulatives. Not only does this let parents see how they can help their students by letting them use small things around the house when doing homework, but it may even open their eyes to the fun of math. The writer of this article is the creator of Math Solutions inservice programs that are offered nationwide.
Shaw, J. (2002). Manipulatives Enhance the Learning of Mathematics. Houghton Mifflin Mathematics. Retrieved from http://www.eduplace.com/state/author/shaw.pdf
This is a great article to introduce the concept of using manipulatives in math and to explain the uses and functions of them. It gives a variety of examples of how to implement manipulatives into your classroom while describing how they can benefit the students, and in turn increase the learning being done.
Donavan, J. (2008). Teaching Mathematics with Virtual Manipulatives. Tech & Learning. Retrieved from http://www.techlearning.com/article/45397
This is a great article for virtual teachers or virtual classrooms or even for showing students how they can use manipulatives via the computer and the Internet. In districts where money is not always readily available to replace the lost or misplaced manipulatives or to just get new ones, virtual manipulatives are a great alternative since they are free and it is easy to obtain a class set. Some examples of virtual manipulatives include: base 10 blocks, pattern blocks, cuisinaire rods, etc.
BEST Article
I really like all three of these articles, and definitely think they should all be read to learn a bit more about using manipulatives in math, but my favorite article is the first one mentioned above "7 Musts for Using Manipulatives". I really like that it gave the reader 7 things that should be done before, during, and after the use of manipulatives. Many of them I knew to do and had a bit of a "Duh!!" moment, but there were others that I thought would be great ideas, like the class charts and allowing parents to play with the material as well.
Questions
1. Do you use manipulatives in your classroom? If so, do you use them for math only (the best article above said they could also be a good source for writing - to describe them)?
2. If you do not use manipulatives, have you noticed your children using them on homework or have you allowed them to use them?
It's funny that you ask if I use manipulatives in my classroom, because that is what I mostly use. My students master the TEKS by demonstrating their skills with manipulatives in performance based tasks instead of pencil and paper tasks. I use workboxes and picture symbols to do everything from matching numbers in sequence to matching numbers to the number words, colors to the color words, and for nouns I use sorting various pictures of people and places. Just because my students can't write an essay doesn't mean that they can't demonstrate on the most basic level an understanding of nouns. I encourage the teachers around me to do the same thing.
ReplyDeleteKimber, I was definitely thinking of you when I was doing manipulatives. I was sure that in a special education setting, manipulatives were used very often. Manipulatives are great for all age groups, and all cognitive-levels of students, that was probably my favorite part of teaching at the prekindergarten level was the amount of hands-on learning that there is. Often, once the students get older, we hand them paper, pencil, and a calculator and take away the manipulatives which should not be the case. Im my math education courses, I loved making different things to use for all levels of mathematics. It is GREAT for visual learners!!
DeleteI use manipulatives in the classroom all the time for math. Most commonly used is a scale for balancing an equation and tangrams for 2-D formulas and nets. The scale is used to show the correct balancing of both sides of an equation in Algebra (what you do to one side you must do to the other). Tangrams are great for Geometry students identifying figures and labeling its parts and angles (describing); this prepares them for the area formulas. As this concept is grasped; another figure is added to create a composite figure. Later on several shapes can be laid out as the net so the student can visualize how to differentiate between lateral surface area and total surface area along with volume.
ReplyDeleteI offer manipulatives to all of my students. However, some of them to do not like to use manipulatives because they can visualize and solve the problem in their head or at least think they can. Whenever a student completes the process correctly but somehow derives the incorrect answer, I always pull out a visual manipulative so they can “see” where they can correct their mistake. I am constantly searching for manipulatives that can enhance my students math experiences.
Merriam, your forms of teaching are inspiring! I love that you still use forms of manipulatives in your high school classrooms. While I am not a high school teacher and am only certified through 6th grade, I can see so many benefits in allowing older students the ability to put their hands on materials to better "see" the problems. I like that you said you "offer manipulatives to all of your students". I definitely don't think they should be pushed on students, but offered... So many students are able to do problems in their heads or with a corner of a piece of scratch paper and I do not think they should be penalized for this or made to do extra work, but making the manipulatives available in case they are needed is an amazing idea! :)
DeleteGreat articles Lauren! I enjoyed all them, but the article you recommended was great because it gives me great ideas on how content area teachers can introduce manipulatives and I get ideas to how I can implement more in my classroom.
ReplyDeleteMany of these ideas are great, yet I don't see how I can introduce them often in my classroom. I am strong believer in manipulatives because I see how they help my daughter who is in Pre-K 4, but I teach an elective (Teen Leadership) class that I don't see how I can teach my students about respect, persistence, empathy, etc... with manipulatives. Thinking about the definition of manipulatives which are objects that help students make connections to concepts, I can compare a time I had students take items that are sentimental to them to describe and explain how they show value. This is what we call a show and tell. When they do their public speaking projects they have to create a model and as they talk about a certain topic they need to have students pass around the item. I have found that students are able to remember concepts a little easier than just having students talk about it. I wish thought I would get more ideas to teach my course and have all these great choices available.
I am glad that you found some benefit to the articles Becky, I'm sorry that they couldn't relate to your content area a bit more efficiently. However, you could use manipulatives to "be" unseen objects, like have something that symbolized respect and somehow work out a scenario that would demonstrate respect with that object. I am in no way a teen leadership teacher and not sure if that idea even helped at all...
DeleteThe one thing that comes to mind to me is a lesson on germs that is done with students on washing their hands, I am sure that objects (manipulatives) could be used in some way to help with the role-playing that can be done within teen leadership.