Research QuestionsWhat do teachers perceive as the advantages and disadvantages of each manipulative format? Specifically, What roles should each type play in mathematics teacher education? Is there a difference in the effectiveness of the two formats to build pre-service teachers’ conceptual understanding? Is one type easier to use or more readily available than the other? Is there an advantage to incorporating both types of manipulatives, and If so, does the order in which they are used impact the development of conceptual understanding or students’ ability to transition to the abstract algorithms? Does one format facilitate bridging to the abstract better than the other?To answer these questions, we began with a review of current research reports.Current ResearchConceptual UnderstandingBecause we are concerned with the enhancement of conceptual understanding, it is imperative that we define the expression. Although definitions differ, we will adopt the statement from Hiebert and Lefevre (1986, pp. 3-4) that conceptual knowledge is “knowledge that is rich in relationships… Relationships pervade the individual facts and propositions so that all pieces of information are linked to some network.” The relationships formed by the use of manipulatives incorporate visual, tactile, and kinesthetic experiences. Adding cooperative learning and reflective discussion further enhances the depth of understanding and the likelihood of retention (Daniels et al., 1993; Garrity, 1998).
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