Back to CRME Home Page Collaborative Group for Research in Mathematics Education
The use of manipulatives or concrete material in mathematics teaching and learning is widespread and long-standing. However, since Kieren's 1971 question on the value of manipulatives there have been principally only studies containing negative or luke-warm results on the use of manipulatives. Nevertheless, work by Robert Hunting and Susan Lamon has contributed with a more positive note (see: Nordic Journal of Mathematics Education, 1996 - full reference below). This research project analysed trainee secondary teachers' development in geometric thinking as they constructed geometric manipulative material and incorporate it into their lesson plans.
The research team for this project included Gary Davis, Keith Jones, and Silvia Saads.
The research was supported by grant number 201535/93 from the Brazilian Ministry of Education Conselho Nacional de Desenvolvimento Científico e Tecnológico (CNPq). The Centre records its appreciation.
Publications
Learning about polyhedra through visual and
tactile perception and discussion
by Silvia Maria Leão Saads
Thesis (Ph.D.) - University of Southampton, Research and Graduate
School of Education, 2000
Saads, S. and Davis, G. (1998) Verbal hesitancy in student talk. Pre-print.
Saads, S. and Davis, G. (1997) Visual perception and image formation in three dimensional geometry. Preprint.
Saads, S and Davis, G. (1997) Spatial abilities, van Hiele levels, and language use in three dimensional geometry. PME 21, Finland.
Related CRME Projects
DALEST: Developing an Active Learning Environment for Stereometry
(3D geometry)
This project is supported by a grant from the EU, award:
224269-CP-1-2005-1-CY-MINERVA-M
CalGeo: teaching calculus using dynamic geometric tools
This project is supported by a grant from the EU, award:
11892-CP-1-2004-1-GR-COMENIUS-C21
Primary Trainee Teachers' Spatial Subject Knowledge and their Classroom
Performance
This project is part-supported by an award from the UK Teacher Training
Agency.
Cross-national
Study of the Generation of Geometrical Knowledge in Lower Secondary School
Mathematics
This project is being carried out in collaboration with the University of
Glasgow, and the Universities of Shizuoka and Kumamoto, Japan. The project is
supported by a University of Southampton School of Education Scholarship and ORS
award 2005037007
Developing Geometrical Reasoning in the Secondary School
This project was supported by an award from the Qualifications and Curriculum
Authority.
Developments in the Geometry Curriculum in the UK and Japan
This project was supported by a full-time research student with funding
from Japan.
The
Mediation of Learning in Dynamic Geometry Environments
This project was
part-supported by grant A94/16 from the University of Southampton
Research Fund.
Baroody, A. (1989), Manipulatives don't come with guarantees. Arithmetic Teacher, 37(2), 4-5.
Bishop, A. (1980), Spatial Abilities and Mathematics Education - A review. Educational Studies in Mathematics, 11, 257-269.
Cobb, P. (1992), A constructivist alternative to the representational view of mind in mathematics education, Journal for Research in Mathematics Education, 23(1), 2-33.
Crowley, M. (1987), The van Hiele Mode of Development of Geometric Thought. In: Learning and Teaching Geometry, K-12 (pp. 1-16). M. M. Lindquist (Ed.). Reston, VA: National Council of Teachers of Mathematics.
Davis, G. (1991), A fraction of epistemology. In R. P. Hunting & G. Davis (Eds.), Early Fraction Learning (pp. 225-236). New York: Springer-Verlag.
Friedman, M. (1978), The manipulative materials strategy: The latest Pied Piper? Journal for Research in Mathematics Education, 9(2), 78-80.
Hunting, R.P. and Lamon, S. J. (1996), A re-examination of the role of instructional materials in mathematics education, Nordic Journal of Mathematics Education, 3(3), 45-64.
Kieren, T. E. (1971), Manipulative Activity in Mathematics Learning. Journal for Research in Mathematics Education, 2(3), 228-233.
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