Plagiarism Checker X Originality Report

Similarity Found: 19%

Date: Thursday, September 15, 2022

Statistics: 2184 words Plagiarized / 11638 Total words
Remarks: Low Plagiarism Detected - Your Document needs Optional Improvement.
-------------------------------------------------------------------------------------------

UNIVERSITY OF EDUCATION, WINNEBA FACULTY OF EDUCATIONAL STUDIES

DEPARTMENT OF EARLYCHILDHOOD THE IMPACT OF MANIPULATIVES IN BASIC TWO
MATHEMATICS IN HOHOE E.P. BASIC C SCHOOL. AMEDODZI HORLASE 201814841 A
PROJECT WORK SUBMITTED TO THE DEPARTMENT OF EARLY CHILDHOOD
DEPARTMENT OF THE UNIVERSITY OF EDUCATION, WINNEBA IN PARTIAL FULFILMENT
FOR THE AWARD OF BACHELOR DEGREE 2022 DECLARATION I, Xorlasie Amedodzi,
hereby declare that, this report is merely based on the result of my own research and
does not signify anybody’s view except for the works of others which have been
meticulously cited. This report is the first of its kind and has never been used anywhere
else.

Signature: ………………………………………….. Date: ……………………………………………… Supervisors

Name: Signature: …………………………………… Date: …………………………………………...
DEDICATION I dedicate this report to the almighty god for his grace and direction
throughout my academic pursuit, my parents Mr. & Mrs. Amedodzi and my twin brother
Apostle A.A. Horlali for their generous support in concluding up with such journey.
ACKNOWLEDGEMENT I am grateful to my supervisor, Dr. Salome Praise Otami for her
useful suggestions and directions which contributed to shaping the work. I also wish to
express my sincere gratitude to my parents Mr. & Mrs. Amedodzi for their support
throughout my education, my twin brother Apostle A.

A Horlali for their enormous contributions in my academic endeavor. May Jehovah bless
you all. I am particularly grateful to all my course mates who helped me in one way or
the other towards this project work. My acknowledgement would not be complete
without rendering my profound gratitude to the students and teachers of E. P basic c
school Hohoe for their hospitality they offered me when I needed their opinion for the
study. Finally, I wish to extend my profound appreciation to writers whose books,
articles, magazines and journals I consulted for valuable information to produce this
piece of work.

TABLE OF CONTENT DECLARATION ii DEDICATION iii ACKNOWLEDGEMENT iv LIST OF

TABLES vii ABSTRACT 1 CHAPTER ONE 2 INTRODUCTION 2 1.1 BACKGROUND OF THE
STUDY 2 1.2 STATEMENT OF THE PROBLEM 4 1.3 THE PURPOSE OF THE STUDY 5 1.4
OBJECTIVE OF THE STUDY 5 1.5 Research questions 5 1.6 Significance of the study 6 1.7
Limitation 6 1.8 Organization of the study 6 CHAPTER TWO 7 LITERATURE REVIEW 7 2.1
Introduction 7 2.2 MANIPULATIVES 7 2.3 SOME COMMON MANIPULATIVES AND THEIR
USAGE 10 2.4 IMPACT OF MANIPULATIVES 13 2.5 Proper Use of Manipulatives 19
CHAPTER THREE 22 Methodology 22 3.2 Research design 22 3.3 Population of the study
22 3.4 Sample size 22 3.5 Sampling technique 23 3.6 Data collection and Instruments
Technique 23 3.7

Data Presentation and Analysis 24 3.8 Validity and Reliability 24 3.9 Ethical Issues 24
CHAPTER FOUR 25 DATA PRESENTATION, ANALYSIS AND DISCUSSION 25 4.1
Introduction 25 4.2 Discussion of research question findings 32 CHAPTER FIVE 35
SUMMARY, CONCLUSION AND RECOMMENDATION 35 5.0 Introduction 35 5.1
Summary of the major findings. 35 5.2 Conclusion 36 5.3 Recommendation 36
REFERENCES 38 APPENDIX A 43 LIST OF TABLES Table 1: Manipulatives 32 Table 2: some
common manipulatives and their uses 33 Table 3: The impact of manipulatives in
kindergarten mathematics 35 Table 4: Some proper ways of using manipulatives 37
ABSTRACT This study examines the impact of using manipulatives in Mathematics on
student understanding, efficiency, engagement and enjoyment in a lower primary
classroom in EP basic school, Hohoe. Data was gathered from 20 students.

The instrument used in data collection: questionnaire. Data was analyzed using the
descriptive statistics which included simple percentage and frequency distribution. The
major findings revealed that using manipulatives in Mathematics increases the students’
confidence to complete difficult mathematics problems EP basic school Hohoe. Again it
goes to say that students were more engaged when manipulatives were used rather
than when they were not used, majority of students enjoy the use of manipulatives and
manipulatives improve their development of mathematics concepts and mathematics
manipulatives help them be more efficient in their work, better understand their work
and receive greater enjoyment from the learning process.

The researcher recommends that, Further study needs to be done with a range of ages
and abilities across the primary sector so that the results of this study can be compared
with, for example, a upper grade where students need manipulatives to visualise
Mathematics concepts. CHAPTER ONE INTRODUCTION 1.1 BACKGROUND OF THE
STUDY The use of mathematics manipulatives to explore and learn number concepts is
an important strategy in the early childhood field. Frequently, teachers do not see the
benefit of using manipulatives, nor do they want to take the time to let the students
explore.

Research shows that manipulatives are important to implement in the classroom

because it helps with students learning in the mathematics content area (Liggett, 2017).
Furman (2017) emphasizes the importance of “contextual application in learning math
concepts, which is often referred to as “hands-on learning” through the use of
manipulatives, realistic word problems, and enticing and authentic challenges such as
determining how many cubes it takes to measure a room” “Educational attainment
affects an individual’s quality of life” (Stumm, 2017, p. 57).

Preschool enrollment and attendance are associated with reducing the

“intergenerational transmission of poverty” (Crosnoe et al., 2016, p.599; Fitzpatrick et al.,
2014, p. 25). Even though economically disadvantaged students have the same
motivation to learn the academic content, because of the educational deprivation and
scarcity of educational resources available in some economically disadvantaged
households, they lack academic and social skills necessary to be successful in
kindergarten (Ansari & Piana, 2018; Magnuson et al., 2004). Preschool enrollment is
beneficial due to the enhanced learning environment and cognitive development
opportunities (Tucker-Drob, 2012).
Several studies have concluded that preschool enrollment has a more significant effect
on minorities and economically disadvantaged students than their Caucasian and
economically advantaged counterparts (Magnuson et al., 2004; Tucker-Drob, 2012).
Despite the lower caliber of curriculum and instruction provided to students in
preschools and early childhood centers that cater to lowincome families, it is still
advantageous to attend a lower quality preschool than have no formal education before
kindergarten (Tucker-Drob, 2012). There are even more benefits to enrolling students in
a preschool program for two years (Arteaga et al., 2014).

Student accomplishment in mathematics is an ongoing concern in educational research,

particularly among students who are considered English language learners. The use of
manipulatives, in kindergarten classrooms, enhances the teaching and learning of
English a language learners (EL) students by providing teachers with a variety of
teaching strategies and approaches (Ghamrawi 2014). According to the California
Department of Education, of the 3,169,239 students tested on the California Assessment
of Students Performance and Progress (CASPP) exam in 2015, 14% of students exceeded
the standards, 19% of students met the standards, 29% of students nearly met the
standards, and 38% of students did not meet the standards (California Department of
Education, 2015).

The use of manipulatives is an effective way for students, particularly kindergarten and
EL students, to model their mathematical thinking and create a sense of mathematical
phenomena while increasing student interaction and communication about their
mathematical thinking. Previous research states that young children are natural learners,
who observe and explore mathematical dimensions in their own environment on a daily
basis. Linder et al. (2007) found that children from low-income households often
struggle with mathematics in later school and early success with mathematics can
narrow the gap of these children.

In the researcher’s opinion, Kindergarten EL students need concrete objects to explore

mathematics in order to be successful. Through positive attitudes, learning dispositions,
and hands on experiences, student achievement of kindergarten EL students in low-
socioeconomic schools should increase as well as social interaction amongst students in
mathematics. The purpose of this study is to investigate how the use of manipulatives in
a kindergarten classroom with EL students in a low socio-economic school influences
student achievement and social interaction during mathematics instruction.

Unless teachers use manipulatives, pedagogical practices, open ended questions, and
act as facilitators in mathematics instruction, students will be unable to make sense of
mathematics during meaningful tasks (Linder, 2011). Educators will have a more difficult
time facilitating mathematical thinking, discovery, and connections if the use of
manipulatives are not used with EL students, especially those in low socio-economic
schools. At this time, there are discrepancies in literature about the effectiveness of the
use of manipulatives during mathematics instruction to enhance social interaction.

The literature also does not address this area of concern specifically in low
socioeconomic schools with EL students. Because of these deficiencies, the researcher
will develop a plan to implement the use of manipulatives in a low socio-economic
school with EL students during mathematical instruction and evaluate student
achievement and social interaction in this area. When the plan is implemented, it will
answer the following question: How does the use of manipulatives during mathematical
instruction in a kindergarten classroom with EL students from a low socio-economic
school influence student achievement and social interaction? This will give kindergarten
teachers who have taught mathematics to EL kindergarten students in a low socio-
economic school, schools administrators, school boards, and parents a better
understanding of the effectiveness of tactile learning during math in kindergarten
classrooms. This will also be beneficial to determine effective uses of tactile learning and
social interaction and possible assessment strategies that can be implemented in
kindergarten classrooms. 1.2

STATEMENT OF THE PROBLEM Preschool attendance and exposure to an appropriate

preschool curriculum can increase student proficiency in mathematics (Hofer et al.,
2013). Teachers’ knowledge, instructional practices, and decision-making skills are
factors that have the most significant influence on student success (McCray & Chen,
2012). Despite the research dedicated to the significance of teachers’ pedagogical
content knowledge in mathematics on preschool students’ academic achievement, little
research is dedicated to specific instructional strategies that will enhance student
engagement and academic achievement (McCray & Chen, 2012). It seems some of the
learners in Hohoe E.P Basic two shows more interest in mathematics when been taught
using manipulatives.

Therefore, this study tries to find out if using manipulatives increases the effectiveness
of teaching math concepts in Hohoe E. P. Basic School. 1.3 THE PURPOSE OF THE STUDY
The purpose of the study is to investigate into the impact of manipulatives in
mathematics in Hohoe E. P. Basic C 1.4 OBJECTIVE OF THE STUDY The study seeks to
basically look at what manipulatives are. The study seeks to investigate into some
common manipulatives and their uses. The study seeks to examine the impact of
manipulative in kindergarten mathematics. Find out some proper ways of using
manipulatives. 1.5
Research questions What are manipulatives? What are some common manipulatives
and their uses? What is the impact of manipulatives in kindergarten mathematics? What
are some proper ways of using manipulatives? 1.6 Significance of the study It is hoped
that the findings will contribute immensely to the entire education service and also
stimulate further research on the disadvantages of manipulates 1.7 Limitation The study
was conducted with preschool students in basic two students in Hohoe E.P. Basic 2.
Although many schools in the municipality have similar basic 2, it is not representative
of all basic two pupils in the municipality.

The study was also limited by pupils who agreed to participate in the experiment. 1.8
Organization of the study The study has been organized into five chapters. The first
chapter comprises of the background of the study, problem statement, research
objective, research questions, significance of the study and limitation. The second
chapter looked at related literature on specific themes including, manipulatives, the cost
of manipulatives and the impact of manipulatives in kindergarten mathematics. The
chapter three dealt with the study area and methodology.

Specially, the chapter touched on the profile of the study area research design, sample
size, sampling and sampling technique, population of the study and data collection
instruments. The fourth chapter consists of the data presentation, analysis and
discussion. The chapter analyzed and discussed the findings from the respondents. The
chapter five presented the summary of the study, findings, conclusion and
recommendations for the study. CHAPTER TWO LITERATURE REVIEW 2.1 Introduction
2.2

MANIPULATIVES Manipulatives or concrete models are defined as “a mathematical idea

by means of three-dimensional objects” (Fenemma, 1972, p.17) or “objects that students
can grasp with their hands” (Clements, 1999, p. 46). Manipulatives can be as simple as
on-hand items such as paper clips or buttons, but “commercially manufactured products
designed to meet general or specific educational aims are also widely available” (Holms,
2013, p. 1). Researchers Pouw, VanGog, & Paas (2014), state that when students interact
with manipulatives their reasoning resources are focused on those objects.

Students use the interaction with manipulatives to learn more and to gain a better
understanding of mathematical concepts. According to Hurrell (2018), using
manipulatives is a prerequisite for students learning and being able to physically
manipulate the materials is beneficial to the learner. Hurrell (2018) conducted a
quantitative research study examining how Kindergarten students utilized manipulatives.
Hurrell (2018) investigated how the kindergarten students physically handled the
materials and had discussions with the students to gain a better understanding of how
using the manipulatives in mathematics helped with concept development. The students
used popsicle sticks and were given the individual popsicle sticks, once they had ten of
them, they traded it in for a bundle, which had ten sticks. The students gained a better
understanding of place value by using manipulatives. Thirey & Wooster (2014)
conducted a quantitative research study in a freshman calculus course that took place at
West Point Military Base exploring the effects of using construction paper as a
manipulative while learning calculus math skills.

Of the 18 students in the calculus math class, all of the students reported that the use of
construction paper as a manipulative gave them a better understanding when learning
the properties of calculus. The findings of this research study encouraged further use of
manipulatives in teaching calculus. Similarly, a study by Hurst and Linsell (2020) agreed
with Thirey and Wooster’s (2014) findings that manipulatives increase student’s learning.
Hurst and Linsell (2020) conducted a quantitative research study where they required 32
students to use bundling sticks as manipulatives to demonstrate their understanding
and reasoning skills in multiplication, division, and place value math skills.

From this study, Hurst and Linsell (2020) found that when the students used the
manipulatives their math assessment scores and conceptual understanding of math
skills improved. In this study, it was noted the importance of teachers physically
modeling the use of the manipulatives so students grasped a better understanding of
the concrete material use (manipulative) in terms of math skill development. Much like
Thirey & Wooster (2014) findings that construction paper used as manipulatives gave
the calculus students a better approach to the properties in learning math skills, Hurst &
Linsell (2020) findings showed increase in math understanding and reasoning skills by
the use of manipulatives. The research shown in Thirey &Wooster (2014) and Hurst &
Linsell (2020) showed that manipulatives are beneficial to a learner at any age with a
variety of concepts.

In a qualitative research study by Presser, Vahey & Dominguez (2015), the use of
manipulatives and online games were used in a preschool classroom to examine the
effect on skill development. Sixteen teachers with 8-10 students in each class were given
the use of manipulatives and online games. The students were given a pre and post
standardized assessment to assess the impact of the manipulatives and online game
use. During the study, the findings revealed that the preschool students struggled with
having time in the day to use manipulatives or online games for skill development.

The teachers in this study found the manipulatives and online games useful and
convenient to use with their students and curriculum. In a similar study, Tucker and
Shumway (2021) conducted a qualitative research study with 33 students in second
grade who were given virtual manipulatives (VM) when learning about how a number
line works in math. The virtual number line had animals that faced left if they were
negative and faced right for positive numbers. Student interviews and observations were
collected for data.

The findings of this study concluded that the students loved using virtual manipulatives
and gained a better understanding of the positive and negative number line concepts. A
quantitative research study completed by Loong (2014) confirmed the findings in both
Tucker and Shumway (2021) and Presser, Vahey, & Dominguez (2015) research about
the positive effects of using virtual manipulatives in the classroom. Loong (2014)
completed a quantitative research where students used virtual base-10 blocks and
placed them on a computer mat where they were able to manipulate the blocks to work
through multiplication and division of fraction math problems.

The students in the study had more of an understanding of place value and fractions
than before. In comparison, Gecu-Parmaksiz & Delialioglu (2019) conducted a
quantitative study with 72 participants at 1 school. The study was conducted over weeks
and looked at the influence of the virtual manipulatives with the first graders geometry
over concrete manipulatives. Gecu-Paramaksiz & Delialioglu (2019) found virtual
manipulatives to be more impactful for the students than the concrete manipulatives
that they used.

Students struggled identifying the difference between a square and a rectangle, but still
showed improvements on identifying the shapes that were taught. 2.3 SOME COMMON
MANIPULATIVES AND THEIR USAGE The overwhelmingly common theme in the
research on Teacher’s Usage of Math Manipulatives is the impact of teacher’s beliefs on
their teaching practices. This is the deciding factor in many instructional decisions made
by teachers on a daily basis. Teachers’ beliefs were evident when they showed a more
positive attitude toward using manipulatives in their instructional lessons after training.

Teacher training and support tends to foster a more positive attitude toward the use of
manipulatives. This is an encouraging sign because it shows that teachers’ beliefs are
not so rigid and can be influenced. Teachers who believe manipulatives are just used for
change of pace, reward or privilege, or fun are not going to genuinely incorporate
manipulatives and the concepts they were meant to convey into their instructional
lessons. They are also sending a message to their students that manipulatives are similar
to toys and are just meant for fun. The entire mathematical concept that the
manipulative was meant to convey would be lost on these students.
Teachers’ beliefs were evident when they restricted students from “free access” to the
manipulatives by way of displaying lists on containers, assigning manipulative monitors,
and using them as a reward/punishment tools. Teachers may feel threatened by this
new learning environment. They would no longer be the “all-knowledgeable” person
that students look to for the correct answer. Students may even discover new ways of
solving math problems that challenge the teacher’s way of thinking. Teachers may not
be comfortable with this new role and type of flexible thinking.

According Uribe-Flórez and Wilkins (2010), understanding the relationship between

teachers’ beliefs about mathematics and teaching practices has been the focus of many
studies. A study by Wilkins (2008) of 481 elementary teachers found that teachers’
beliefs were the most significant forecaster of teaching practices among other factors
considered, such as content knowledge and attitudes. Research that distinctly looks at
teachers’ beliefs in conjunction with manipulative use has proved to be inconclusive
according to Moyer (2001), and others.

Many of these studies charge that teachers’ beliefs are paramount to the effective use of
manipulatives in the classroom, and that administrative support, trainings, and other
factors can influence their beliefs. Even though these factors are imperative to effective
manipulative use by teachers, I believe there is another, even more powerful factor that
influences teachers’ effective use of manipulatives in instructional lessons. That factor is
cognitive guidance. Cognitive guidance occurs when teachers elicit and guide students’
mathematical thinking to help them make connections to existing knowledge, in order
to encourage deep conceptual understanding.

This is similar to instructional guidance, which is one of the most commonly examined
factors in educational research. However, instructional guidance pertaining specifically
to manipulatives has limited available research. The effectiveness of instructional
guidance is contradictory (Kuhn, 2007). However, a recent meta-analysis by Alfieri et al.
(2011) found that unassisted discovery does not benefit learners, whereas high guidance
and elicited explanations do. Marley and Carbonneau (2014) assert that rather than
determining if instruction with manipulatives is more effective than conventional
instruction, more effort should be made to examine the value added by various
instructional factors that may accompany instruction with manipulatives. All of this
aligns with Ball (1992), who stated that there is not enough examination as to the
validation of the appropriate role in helping students learn mathematics using
manipulatives.

It would likely be more helpful to teachers if more professional development

opportunities were made available that specifically focused on teachers learning to help
students make the important connections between the mathematics manipulatives and
the underlying mathematics concepts they are investigating and how they can be used
within instruction. Marilyn Burns (n.d.) has been an advocate for math manipulatives
now for over 30 years. This led to her company Math Solutions which provides resources
and training on using math manipulatives to educators around the world.

Her role today in the math manipulative movement has been far reaching and she
provides videos and demos of the most common manipulatives used today through
demonstration of using the manipulative to teach most math concepts teachers need to
cover in today’s math classrooms. It is important that today’s math teachers use math
manipulatives to make math concepts concrete rather than abstract. Teachers can
obtain commercial-made manipulatives, make their own, or help the students make
their own. Examples of manipulatives are paper money, buttons, blocks, Cuisenaire rods,
tangrams, geoboards, pattern blocks, algebra tiles, and baseten blocks.

The use of manipulatives provides teachers with a great potential to use their creativity
to do further work on the math concepts instead of merely relying on worksheets.
Consequently, students learn math in an enjoyable way, making connections between
the concrete and the abstract. Piaget and Montessori philosophies are still alive and well
received in today’s math classroom. The CRA (Concrete-RepresentationalAbstract)
Model for teaching mathematics is the main approach for teaching most math concepts
for K-8 learners.

When teaching mathematics, teachers always need to start with concrete manipulative
materials to first teach for understanding, then transfer to representational models like
pictures or diagrams, leading and bridging learning to the abstract level of
understanding of symbols and operation signs so that students eventually do not need
the manipulatives to do the mathematics. To understand the concept of money,
teachers can have students “buy” items tagged for sale in the classroom. Students are
given an opportunity to describe purchases they or an adult have made. Students select
the proper combinations of coins to purchase the item. As each student participates, the
class helps by showing the coins on the overhead.

By handling the coins, students can correct mistakes and verify counting amounts of
money. Many studies over the years have demonstrated the benefits of using multiple
modalities. English Language Learners (ELL) students, however, are disadvantaged in the
one modality teachers seem to use the most: auditory. Claire and Haynes (1994) stated,
of the three learning modes—auditory, visual, and kinesthetic—ESOL students will be
weakest in auditory learning.
It is unrealistic to expect them to listen to incomprehensible language for more than a
few minutes before tuning out. But if you provide illustrations, dramatic gestures,
actions, emotions, voice variety, blackboard sketches, photos, demonstrations, or hands-
on materials, that same newcomer can direct his or her attention continuously. (p. 22)
Manipulatives are powerful tools and can be used to teach many of the new Common
Core State Standards (CCSS) in Mathematics (National Governors Association Center for
Best Practices (NGA Center) and the Council of Chief State School Officers (CCSSO),
2010). 2.4 IMPACT OF MANIPULATIVES Student achievement is important to consider
when using manipulatives. The impact the manipulatives have while solving math
questions improve a student’s understanding. This is a main reason to utilize the
manipulatives.

Bouck, Satsangi, Doughty & Courtney (2013) conducted a quantitative study with three
students ages 6-10 who have all been diagnosed with Autism Spectrum Disorder. In this
study, the students were taught how to use virtual manipulatives as well as concrete
manipulatives to solve two-digit subtraction problems. Bouck, Satsangi, Doughty &
Courtney (2013) found that virtual manipulatives helped the students in solving the two-
digit subtraction problems faster than they would on their own without the
manipulative.

Similarly, Burte, Gardony, Hutton, & Taylor (2017) conducted a quantitative study with
92 students in grades 3-6 in New England. Of the 92 students who started the study,
only 86 students finished. This study examined at how visual impact of the
manipulatives helped student achievement. The students were given a pre-test and a
post-test for data collection. The questions on the pre and post-test included pictures to
help with visual impact had higher grades than those questions that did not. In
comparison, Kurz & Kokic (2011) directed a research with 50 preservice teachers at three
different elementary schools.

Each preservice teacher had to organize a math night with the families that attended the
school. The preservice teachers took notes on how the families played the different
games and utilized the manipulatives that they were given. The preservice teachers
observed by asking questions to the participants at the math nights as well as taking
comprehensive notes while the students played the math games with the manipulatives
with their families. According to Kurz & Kokic (2011) the manipulatives played a strong
presence in helping the students understanding of the different concepts that were
taught.

Kurz & Kokic (2011) noted that many times the manipulatives were used to make the
math games more fun, but they were more beneficial in helping the students solve the
problems at hand. Teaching mathematics by using manipulatives has a long history.
There has been considerable research completed on the use of manipulatives towards
the goal of aiding students to better understand math concepts (Bjorklund, 2014; Burns
& Hamm, 2011; DeLoache, Scudder & Uttal, 1997; Driscoll, 1983; Freer, 2006; Moyer &
Jones, 2006; Raphael & Wahlstrom, 1989; Sowell, 1989; Suydam & Higgins, 1977; Swan
& Marshall, 2010).

Some contradictory research indicated that the use of manipulatives is no more effective
than other traditional methods of teaching (Eastman & Barnett, 1979; Fennema, 1972).
One such study completed by Fennema (1972) involved 95 subjects from the age ranges
of 7 to 8 years old. They were divided into two groups: symbolic and concrete. The
concrete group used Cuisenaire rods to answer some math questions and the symbolic
group did not. The result was that the children learned better without the manipulative.

Fennema (1972) stated, “It does not indicate that the concrete models are not always
more effective than symbolic models” (p. 238). Thus, this early study demonstrated that
the evidence of the benefits of using manipulatives was far from conclusive. A study
conducted by Eastman and Barnet (1979) resulted in the same conclusion. The study
involved 78 university elementary majors. From this educational group, 39 students were
placed in an experimental group who could use manipulatives and 39 were placed in a
control group without the use of materials.

Eastman and Barnett concluded, “In no instance did the experimental (hands on) group
perform better than the control group, either on the paper-scored tests or on the tasks
where both groups were asked to demonstrate the ability to manipulate the materials”
(p. 212). This research seemed to indicate that manipulatives do not aid in improving
student learning of mathematics. However, most of the research points towards the use
of manipulatives as a positive tool to improve student learning within mathematics
(Parham, 1983; Raphael & Wahlstrom, 1989; Sowell, 1989; Suydam & Higgins, 1979).

Suydam and Higgins (1977) observed, “the overall point remains, however; far more of
the studies favor the use of materials than favor non-use of materials” (p. 18). Much of
the literature impacts this current study. This review will provide a chronological
perspective regarding the importance of using manipulatives in mathematics. Some of
the earliest research completed in the 1960s and 1970s found mixed results of
manipulatives such as concrete or pictorial materials in instruction. The problem with
this early research (Kieren, 1971) was that it simply summarized the findings.

There was no experimental process utilized as part of this research as there were no
classroom observations conducted. As a result, there were no declarations on the belief
that manipulatives were beneficial to students. This in turn left the readers to formulate
their own conclusions about the effectiveness of manipulatives. Friedman (1978)
conducted an investigative review of 15 studies conducted prior to 1970 that were
concerned with elementary school instruction. Friedman’s research, dated but still
relevant, showed that manipulatives were beneficial for young children but not for older
children regarding their learning.

In 1977 Suydam and Higgins released the first comprehensive review of over 20 studies
involving activity-based learning in mathematical instruction from kindergarten to Grade
8. While this review is notably dated, their review found that using manipulative
materials produced greater achievement than not using them at all the levels of
elementary school. Additional research in the l980s (Parham, 1983) supported the
research of Suydam and Higgins regarding the benefits of using manipulatives in
mathematics.

Further research (Driscoll, 1983; Raphael & Wahlstrom, 1989; Sowell, 1989) found that
students from kindergarten to college age, who use manipulatives in their mathematics
class usually outperform those who do not. Furthermore, Sowell (1989) found that
attitudes towards mathematics are improved when students have instruction with
concrete materials provided by the teachers who are knowledgeable about their use.
Further, a study by DeLoache, Scudder and Uttal in 1997 involving young children
supported the practice of using manipulatives in mathematics by revealing that concrete
objects can help children gain access to concepts and mathematical processes that
might otherwise remain a mystery. Increasingly, educators are coming to understand
that manipulative materials are designed to help students at all ages and learning levels.

Suydham and Higgins’ (1977) investigative review of the literature found that the studies
support the idea that activity lessons with manipulative materials are important at the
elementary school levels, and at the upper elementary school levels. Research
conducted by Driscoll (1983) found that results at every grade level support the
importance of manipulative activity lessons. Driscoll (1983) argued that manipulatives
have a place in the intermediate grades both in developing new mathematical concepts
and skills and in providing remedial help to students who may be struggling.

The use of manipulatives in teaching mathematics has developed over time. Golfashani
(2013) noted that teaching mathematics have moved from using beans or counters to
linking cubes, fractions circles and other technologies. Johnson (1993) stated, “With the
increased use of manipulatives, a new attitude is evolving towards mathematics.
Mathematics is no longer a set of concrete rules to follow but rather a way of thinking.
There are now reasons behind the rules” (p. 11). Through many studies manipulatives
have shown to be beneficial in mathematics.

Ralphael and Wahlstrom (1989) found that teachers, reporting use of a variety of
instructional aids, covered more content, and the use of these aids was found to
strongly relate to student achievement in topics such as geometry, ratio, proportion, and
percent. Research conducted by Moyer, 2001 indicated that teachers play an important
role in creating mathematical environments that provide students with representatives
that enhance their thinking. Vinson (2001) stated, “using appropriate and concrete
instruction materials is necessary to ensure that children understand mathematical
concepts” (p. 91).

Moyer and Jones (2004) completed a study of 10 female middle grades teachers during
a summer institute with additional research completed at the schools of the participants.
Their study indicated the value of empowering teachers towards the benefits of
instruction using manipulatives. This research revealed that the students used
manipulatives to aid their learning. These authors noted that “in this study students
began to see these materials as one of many tools in their mathematics environment
and spontaneously and selectively used the materials effectively to mediate their
learning” (Moyer & Jones, 2004, p.30).

It is evident that additional research on the impact of teacher knowledge about the use
and benefits of manipulatives as it pertains to instruction is needed. Swan and Marshall
(2010) revisited research on the use of manipulatives in schools. They looked at different
ways in which teaching of mathematics and the subsequent learning via the use of
manipulatives occurred. Swan and Marshall found that there are potential gains to be
made by using mathematics manipulative materials where appropriate and employed in
a systematic manner.

A further study involving students from Grade 3 and 4 by Burns and Hamm (2011)
concluded that manipulatives reinforced math concepts and increased average test
scores. More recently, the use of manipulatives has proven to be beneficial to improve
learning in preschool children. A study conducted by Björklund (2014) found that
manipulatives aided learning in children as young as one and two. Björklund concluded
that some manipulative objects seem to encourage certain occupations that emphasize
specific learning objects more than others.

Balka (1993) indicated that by using manipulatives, students made mathematical

connections that would have otherwise gone unnoticed. More current research studies
(Bjorklund, 2014; Burns & Hamm, 2011; Freer, 2006; Swan & Marshall, 2010) provided
evidence that the use of manipulatives allow students to better understand the abstract
concepts of mathematics and to achieve improved results. In short, within the literature,
there appears to be a dichotomy of viewpoints regarding the benefits of using
manipulatives to improve mathematic learning.

While one group of researchers believes that manipulatives have little effect on
improving mathematic learning; another group believes this is not the case.
Consequently, there remains the unanswered question of whether the use of
manipulatives will result in improving learning in mathematics. 2.5 Proper Use of
Manipulatives Using appropriate concrete instructional materials in the classroom is a
way to ensure that the students understand the mathematical concepts presented
(Vinson, 2001).

While a kinesthetic experience can enhance perception, thinking, and conceptual

understanding, Ball (1992) stated that understanding does not travel through the
fingertips and up the arm. Ball expressed concern that teachers view manipulatives as a
magical band-aid that will heal all the problems that students have in acquiring
mathematical understanding. This is not the case. Manipulatives need to be introduced
and used properly in order for them to work. According to Sanders (1993),
manipulatives must be selected that support the goals of teaching.

It is not appropriate for fraction circles to be used when students are learning
multiplication of whole numbers. In addition, simply giving the students the materials
and allowing them to play with them will not ensure that learning is taking place.
Teachers need to develop and oversee lessons utilizing manipulatives. Students need to
be given the opportunity to discuss and share techniques and strategies related to
manipulative use. If there is no discourse between the teacher and students, the children
are simply following rote procedures for the use of the materials. It is entirely possible to
utilize manipulative materials and continue teaching with traditional procedures.

Teachers need to facilitate appropriate discourse that emphasizes the conceptual

understanding demonstrated by the manipulative materials. Many teachers grew up and
learned mathematics themselves through the rote memorization routines (Trueblood,
1986). Ball (1992) claimed that a number of teachers are competent with procedures,
however many have not had the opportunity to develop the accompanying conceptual
understandings that are crucial to managing the development of appropriate concrete
contexts for learning mathematics. In addition it is increasingly difficult for these
teachers to respond to students’ discoveries without the conceptual understanding to
reinforce them.
In order for manipulatives to be used to their maximum potential, they must be utilized
properly. Teachers using manipulative materials in their classrooms need to possess a
deep conceptual understanding and have the ability to pass that along to their students.
Allowing more opportunities for talking and mathematical discussions and allowing
students to share their thinking can help accomplish this.

In addition to conceptual understanding, there is a certain comfort level teachers should

have with manipulatives in order to use them properly. Chung (2004) claimed that
teachers who are not comfortable with the use of manipulative materials are likely to
decrease the effectiveness of instruction, classroom management, and student
achievement. Teachers who are trained to use and understand manipulatives properly
may be able to override their natural tendency to teach the way that they were taught
(Quinn, 1998).

By demonstrating how to use the manipulatives as tools for better understanding,

teacher’s open doors for many students who struggle with abstract symbols. Moyer and
Jones (2004) claimed that struggles could be minimized or eliminated by using different
representations before using abstract symbols alone. This gives the students a firm
conceptual base on which to build higher mathematical thinking. Student sharing and
explaining to their classmates is essential for optimal use of manipulatives.

It is, however, a critical component of the use of manipulatives that students also be
able to build a connection between the representational mathematical concepts that
they have discovered through the use of the manipulatives and the procedural
knowledge that the manipulatives are supposed to support (NCTM, 1989). Nevin (1993)
believes that students need to record their actions with the manipulatives in order to
see the connection and to arrive at their conclusions. This can include, but is not limited
to using symbols. Students can write to show the actions they used. This record is a
tremendous aid for teachers to monitor student understanding.

Bohan and Shawaker (1994) studied connections of conceptual knowledge using

manipulatives and the procedural knowledge they promote. If manipulatives are utilized
to bridge the two types of knowledge, then they can be an essential and enlightening
component of the mathematics experience (Bohan and Shawaker, 1994). The
manipulatives are not meant to be the quick fix or an exclusive method in solving math
problems; however they are to be used as a building block to provide students with the
conceptual understanding of math content with the goal of enabling them to find their
own, more efficient strategies for solving problems. CHAPTER THREE Methodology This
chapter presents the methods used in the collecting data for the research.
It covered the following, research design, population, sample size, sampling technique,
instrumentation, and procedure for data collection and data analysis. 3.2 Research
design Ader 2008 defines research design as a plan for a study, providing the overall
framework for collecting data. The research adapts a survey design. This is because the
researcher will sample people’s opinion. 3.3 Population of the study The population of
this study included all Basic 2 pupils in the E. P School Hohoe. The total population was
25 students. 3.4

Sample size Sample size is the total number of people or participants in the target
population of interest from which sample can be drawn when conducting a research. It
is therefore relevant to consider how accurately the size reflects the population of
interest, thus, it should not be too large or too small. The sample size for the study was
made up of 20 students consisting 10 males and 10 females from Basic 2 pupils of E.P
School Hohoe. 3.5 Sampling technique In the selection of a sample units for the study,
simple random sampling technique was employed.

They were purposively selected because of the relevant information that they provide
that cannot be obtained from other sources. The random sampling helped in eliminating
bias in the choice of respondents, such that everyone within the population had equal
chance of being drawn or selected. 3.6 Data collection and Instruments Technique In
order to obtain a workable, a more reliable and valid data for this study, varieties of data
collection instruments were used, these include interview and questionnaire.

The item in the questionnaire was a combination of closed-ended questions and open-
ended question. The closed ended questions consisted of a list of items with alternative
answers for respondents to decide on their choice of answers. With the open-ended
questions, respondents were required to supply answers themselves. Interview in an
interaction in which the researcher orally elicits information from the respondents. Semi-
structured interview was used to collect primary data about the study from the pupils.
This instruments is flexible so it offered the interviewees the opportunity to express their
views, feelings and experience freely.

An interview guide was used to guide the flow of the interaction. These instruments
helped to confirm or refute the impact of manipulative in Basic 2 Mathematics. 3.7 Data
Presentation and Analysis In order to ensure discrete data analysis of both qualitative
and quantitative data, the data collected from various sources were edited thoroughly,
coded, analyzed and then presented on charts and table. There was a descriptive
presentation of statistical data to offer meaning to the data represented on the charts
and tables.
This is to offer an accurate explanation of the data as generated through interview,
observation and questionnaire to provide active guidelines for making conclusion and
recommendations 3.8 Validity and Reliability The validity of the research was insured by
accessing the interview and questionnaire items during their constriction. The content
validity of interview and questionnaire for this study were subjected for a thorough
scrutiny by the supervisor of this work be before used. This was to clear any lack of
clarity and ambiguity.

A pre-test reliability was employed to ensure the questions that were to be asked in
order to satisfy the research question, respondents were in the position to give the
expected response to ensure reliability. 3.9 Ethical Issues This study was guided by the
code of ethics in conducting research. To this end, primary information was obtained
through informed consent, right to comment and confidentiality of respondents.
Secondary information from books, journals, newspaper and online were acknowledged
to void plagiarisms. CHAPTER FOUR DATA PRESENTATION, ANALYSIS AND DISCUSSION
4.1

Introduction The chapter four focused on the analysis, interpretation and presentation
of results. The chapter comprises the findings of the impact of manipulatives on
kindergarten mathematics. The analysis reflected on the themes emerged from the data.
SA= strongly agree, A= agree, N= neutral, SD= strongly disagree, D= disagree. In doing
the analysis, each of the researchers’ questions was raised first. 4.1.1 Research Question
1 What are manipulatives? Researchers’ questionnaire for students Table 1:
Manipulatives S/N STATEMENT SA A N D SD 1 Manipulatives can be ideas not
necessarily concrete models 2 Manipulatives are concert models with 3- dimensions
3 Manipulatives have shown to be beneficial in mathematics. 4 Using manipulatives
materials at elementary levels produced greater achievement than not using them at all
the levels of education.

In response to the questionnaire item 1 in the table above which sought to find out
what is their understanding of mathematics manipulatives in E.P Basic School. Two (2)
students representing 10% strongly agree, three (3) students were neutral, three
students (3) disagree while twelve (12) students strongly disagree with the assertion that
manipulatives can be ideas not necessarily concrete models. Furthermore I seek to find
out whether manipulatives are concert models with 3- dimensions, sixteen (16) students
summing up to 80% strongly agree, two (2) students agree and two students were
neutral with the statement that manipulatives are concert models with 3- dimensions.

When asked whether manipulatives have shown to be beneficial in mathematics, fifteen

(15) students representing 75% strongly agree, two students representing 10% also
agree, three (3) students summing up to 15% disagree with the claim that manipulatives
have shown to be beneficial in mathematics. Again investigating into whether using
manipulatives materials at elementary levels produced greater achievement than not
using them at all the levels of education, fifteen (15) students representing 75% strongly
agree, two (2) students agree, two students were neutral and one (1) student disagree
with the assertion that using manipulatives materials at elementary levels produced
greater achievement than not using them at all the levels of education. 4.1.2

Research Question 2 What are some common manipulatives and their uses? Table 2:
Some common manipulatives and their uses S/N STATEMENT SA A N D SD 1 The use
math manipulatives to make math concepts concrete rather than abstract. 2 The use
of manipulatives provides teachers with a great potential to use their creativity to do
further work on the math concepts instead of merely relying on worksheets. 3 When
teaching mathematics, teachers always need to start with concrete manipulative
materials to first teach for understanding.

4 Manipulatives are powerful tools and can be used to teach many of the new
Common Core State Standards (CCSS) in Mathematics. With regards to item 1 in
table 2 above which seeks to investigate into the reason why the use math
manipulatives to make math concepts concrete rather than abstract eighteen (18)
students representing 90% strongly agree, two (2) students summing up to 10% agree
with the assertion that the use math manipulatives to make math concepts concrete
rather than abstract.

Also seeking to find out the use of manipulatives provides teachers with a great
potential to use their creativity to do further work on the math concepts instead of
merely relying on worksheets eighteen (18) students representing 90% strongly agree,
two (2) students summing up to 10% agree with the assertion the use math
manipulatives to make math concepts concrete rather than abstract. Again to figure out
when teaching mathematics, teachers always need to start with concrete manipulative
materials to first teach for understanding, ten (10) students representing 50% strongly
agree, three (3) students representing 15% agree, two (2) students representing 10%
were neutral, three (3) students representing 15% disagree and two students summing
up to 10% strongly disagree with the assertion that when teaching mathematics,
teachers always need to start with concrete manipulative materials to first teach for
understanding.

Finally, ascertaining whether manipulatives are powerful tools and can be used to teach
many of the new Common Core State Standards (CCSS) in Mathematics, fifteen (15)
students representing 75% strongly agree, three (3) students summing up to 15% agree,
and two (2) students representing 10% were neutral about the statement that
manipulatives are powerful tools and can be used to teach many of the new Common
Core State Standards (CCSS) in Mathematics 4.1.3 Research Question 3 What is the
impact of manipulatives in kindergarten mathematics? Table 3: The impact of
manipulatives in kindergarten mathematics S/N STATEMENT SA A N D SD 1 When
students interact with manipulatives their reasoning resources are focused on those
objects. 2 Students use the interaction with manipulatives to learn more and to gain
a better understanding of mathematical concepts.

3 Virtual manipulatives helped the students in solving the mathematical problems

faster than they would on their own without the manipulative. 4 Manipulatives serve
as a positive tool to improve student learning within mathematics. With regards to
item 1 in table 3 above which seeks to investigate into why when students interact with
manipulatives their reasoning resources are focused on those objects, fifteen (15)
students representing 75% strong agree, three (3) students representing 15% agree and
two (2) students summing up to 10% were neutral with the assertion that When
students interact with manipulatives their reasoning resources are focused on those
objects.

Also seeking to find out why students use the interaction with manipulatives to learn
more and to gain a better understanding of mathematical concepts, eighteen (18)
students representing 90% strongly agree and two (2) students agree to the statement
students use the interaction with manipulatives to learn more and to gain a better
understanding of mathematical concepts. Again to figure out whether virtual
manipulatives helped the students in solving the mathematical problems faster than
they would on their own without the manipulative, ten (10) students representing 50%
strongly agree, three (3) students representing 15% agree, two (2) students representing
10% were neutral, three (3) students summing up to 15% disagree and two (2) students
representing 10% strongly disagree with the statement that virtual manipulatives helped
the students in solving the mathematical problems faster than they would on their own
without the manipulative.

Finally ascertaining whether manipulatives serve as a positive tool to improve student

learning within mathematics, fifteen (15) students representing 75% strongly agree,
three (3) students representing 15% agree and two (2) students representing 10% were
neutral with the assertion that manipulatives serve as a positive tool to improve student
learning within mathematics. 4.1.4 Research Question 4 What are some proper ways of
using manipulatives? Table 4: Some proper ways of using manipulatives S/N
STATEMENT SA A N D SD 1 Teacher beliefs about mathematics and teaching practices
affects the use of mathematics during instructional hours. 2 It is important that to
today’s math teachers use math manipulatives to make math concept concrete rather
than abstract.

3 Using appropriate concrete instructional materials in the classroom is a way to

ensure that the students understand the mathematical concept presented. 4 The
manipulatives are not meant to be the quick fix or an exclusive method in solving math
problems, however they are to be used as a building block to provide students with the
conceptual understanding of math content with the goal of using them to find their own
more efficient strategies for solving problems.

With regards to item 1 in table 4 above which seek to find out whether teacher
beliefs about mathematics and teaching practices affects the use of mathematics during
instructional hours, ten (10) students representing 50%, three (3) students summing up
to 15%, two (2) students were neutral, three (3) students representing 15% disagree and
two (2) students representing 10% strongly disagree with the statement that teacher
beliefs about mathematics and teaching practices affects the use of mathematics during
instructional hours.

Also, seeking to find out why it is important that today’s math teachers use math
manipulatives to make math concept concrete rather than abstract, fifteen (15) students
representing 75% strongly agree and five (5) students representing 25% agree with the
assertion that it is important that to today’s math teachers use math manipulatives to
make math concept concrete rather than abstract. Again, to figure out whether using
appropriate concrete instructional materials in the classroom is a way to ensure that the
students understand the mathematical concept presented, ten (10) students
representing 50% strongly agree, five (5) students summing up to 25% agree, three (3)
students representing 15% were neutral and two (2) students representing 10% disagree
with the assertion that using appropriate concrete instructional materials in the
classroom is a way to ensure that the students understand the mathematical concept
presented.

Finally, ascertaining whether the manipulatives are not meant to be the quick fix or an
exclusive method in solving math problems, however they are to be used as a building
block to provide students with the conceptual understanding of math content with the
goal of using them to find their own more efficient strategies for solving problems, ten
(10) students representing 50 % strongly agree, five (5) students representing 25% agree
and five (5) students representing 25% were neutral with the statement that the
manipulatives are not meant to be the quick fix or an exclusive method in solving math
problems, however they are to be used as a building block to provide students with the
conceptual understanding of math content with the goal of using them to find their own
more efficient strategies for solving problems. 4.2 Discussion of research question
findings 4.2.1

What are manipulatives? At this stage of the study the researcher wants to find out
whether basic 2 students really understand what manipulatives are. The study has
revealed that some students in Hohoe E.P basic 2 really understands what manipulatives
are. Majority of the student’s response strongly to support the assertion. Also majority
of the students respond strong to support the assertion that manipulatives have shown
to be beneficial in mathematics and using manipulatives materials at elementary levels
produced greater achievement than not using them at all the levels of education. This
goes to confirm, McNeil’s analysis of the manipulatives debate, hands-on educational
materials (or manipulatives) tend to induce physical action, which has been shown to
enhance memory and understanding in elementary-aged students.

(McNeil & Jarvin, 2007) In her own studies, Moch found that the use of manipulative
activities engaged both semantic and episodic memory systems, further enhancing the
opportunity for students to retain the information presented to them in the classroom.
4.2.2 What are some common manipulatives and their uses? In trying to know some
common manipulatives and their uses a large know of students strongly agree that the
use math manipulatives to make math concepts concrete rather than
abstract,furthermore, a large group of students believe that the use of manipulatives
provides teachers with a great potential to use their creativity to do further work on the
math concepts instead of merely relying on worksheets,also majority of the students
accept the fact that when teaching mathematics, teachers always need to start with
concrete manipulative materials to first teach for understanding.

Moreover students believe that manipulatives are powerful tools and can be used to
teach many of the new Common Core State Standards (CCSS) in Mathematics. 4.2.3
What is the impact of manipulatives in basic mathematics? In an attempt to investigate
into the impacts of manipulatives on basic 2 mathematics, it has been noticed that
manipulatives play a strong role in students understanding of mathematical concepts
also majority of the students agree to the assertion that when they are allowed to
interact with these manipulatives it allows them to learn more and understand
mathematical concepts and they also serve as a positive tool which help them improve
their ability in learning mathematics. This goes to confirm previous researches.
Manipulatives are able to facilitate the creation of a learning environment that
encourages engagement and enables understanding.

Florence (2012) argues that mathematics manipulatives can help engage students for a
longer period of time by helping them stay focused on particular tasks. She believes that
lecture based teaching can often seem boring but that manipulatives allow students to
be actively involved in learning. Xie, Antle, and Motamedi (2008) linked enjoyment and
engagement in their study of the use of tangible objects in the learning process.

A study by Swirling (2006) showed that the use of concrete or virtual manipulatives
could improve students’ learning when dealing with complicated concepts. It was found
that when manipulatives were used effectively, student understanding and engagement
increased. Moyer (cited by Bouk & Flanagan, 2010, p. 187) believes the benefits of
virtual manipulatives include facilitating the introduction or revision of Mathematics
ideas, aiding the understanding of visual concepts through the use of visuals,
scaffolding learning, and engaging students in learning.

Using manipulatives in Mathematics increases the students’ confidence to complete

difficult mathematics problems. Shaw (2002) suggests that many children see
Mathematics as a struggle so they give up on the task. Shaw also suggests that the use
of manipulatives can counter this. “When students physically move manipulatives to
show various relationships, their sense of touch is actively engaged” (p. 3). This works to
engage the kinesthetic side of the learner, thus aiding understanding. 4.2.4

What are some proper ways of using manipulatives On the issue of whether
manipulatives have been properly used, majority of the class agree to the assertion that
teacher beliefs about mathematics and teaching practices affects the use of
mathematics during instructional hours.Also majority of the students equally believed
that it is important that today’s math teachers use math manipulatives to make math
concept concrete rather than abstract.Furthermore, majority of the student population
also hold the assertion that using appropriate concrete instructional materials in the
classroom is a way to ensure that the students understand the mathematical concept
presented.in addition some students also assume that the manipulatives are not meant
to be the quick fix or an exclusive method in solving math problems, however they are
to be used as a building block to provide students with the conceptual understanding of
math content with the goal of using them to find their own more efficient strategies for
solving problems. CHAPTER FIVE SUMMARY, CONCLUSION AND RECOMMENDATION
5.0 Introduction This chapter outlines the major findings from the study.

Recommendation are also made based on the findings. 5.1 Summary of the major
findings. The main objective of this study was to investigate into the impact of
manipulatives in mathematics in Hohoe E. P. Basic C. More specially, this study tried to
get answers for the following questions: What are manipulatives? What are some
common manipulatives and their uses? What is the impact of manipulatives in
kindergarten mathematics? What are some proper ways of using manipulatives? To get
answers for the above questions a close ended questionnaire was used.

In response with the research questions it was generally revealed from the response that
some students have the idea that manipulatives are concrete models which have
beneficial influence on the understanding of mathematical concepts. It is clear from the
research questionnaire that, manipulatives make mathematics concept concrete not
abstract and they are powerful tools which provide teachers with a great potential to
use their creativity to do further work on the mathematics concept. Moreover, based on
the finding it indicates that, when students interact with manipulatives their reasoning
resources are focused on those objectsand it equally gives them opportunity to learn
more and to gain better understanding of mathematical concepts.

Finally, it is revealed that students in E.P. Basic C school believe that it is important that
today’s math teachers use math manipulatives to make math concept concrete rather
than abstract and using appropriate concrete instructional materials in the classroom is
a way to ensure that the students understand the mathematical concept presented.

The students also revealed that manipulatives are not meant to be the quick fix or an
exclusive method in solving math problems, however they are to be used as a building
block to provide students with the conceptual understanding of math content with the
goal of using them to find their own more efficient strategies for solving problems and
teacher beliefs about mathematics and teaching practices affects the use of
mathematics during instructional hours. 5.2 Conclusion The study concludes that, the
use of manipulatives in mathematics has a role to play in students understanding of
concept, create a lasting knowledge within them and aid them reason faster to solve
mathematical task easily and faster.

The study demonstrated that manipulatives make mathematics concrete rather that
abstract, gives the opportunity for teachers to creative during instructional hours. Based
on the research, it is again concluded that, manipulatives are powerful tools if properly
use by teacher aid students to improving in learning, learn more and faster and gives
them the opportunity to understand concept easily and faster equally if this
manipulatives are not properly use, it can distract students making it difficult for them to
understand mathematical concepts. 5.3

Recommendation Based on the findings, the following recommendations were made;

The education service should organize series of training for teachers on the proper use
manipulatives at the elementary level of education since it the foundation of the
students. This research was done in an academic class where the manipulatives were
offered as a choice for the students. Further study needs to be done with a range of
ages and abilities across the primary sector so that the results of this study can be
compared with, for example, an upper grade where students need manipulatives to
visualise Mathematics concepts.

Future studies should investigate students’ performance when they are allowed to use
manipulatives versus students’ performance when manipulatives are not permitted.
REFERENCES Alfieri, L., Brooks, P. J., Aldrich, N. J., & Tenenbaum, H. R. (2011). Does
discovery-based instruction enhance learning? Journal of Educational Psychology,
103(1), 1-18. Arteaga, I., Humpage, S., Reynolds, A. J., & Temple, J. A. (2014). One year of
preschool or two:Is it important for adult outcomes? Economics of Education Review,40,
221-237. Ball, D. L. (1992). Magical hopes: Manipulatives and the reform of math
education. American Educator. Björklund, C. (2014).

Less is more - mathematical manipulatives in early childhood education. Early Child

Development and Care, 184(3), 469-485. Bouck, E. C., & Flanagan, S. M. (2010). Virtual
manipulatives: What they are and how teachers can use them. Intervention in School
and Clinic, 45(3), 186-191. CITEd research centre. (n.d.). Learning Mathematics with
virtual manipulatives. Retrieved from http://www.cited.org/index.aspx?page_id=151.
Bouck, E. C., Satsangi, R., Doughty, T. T., & Courtney, W. T. (2013). Virtual and Concrete
Manipulatives: A comparison of approaches for SOLVING mathematics problems for
students with autism spectrum disorder. Journal of Autism and Developmental
Disorders, 44(1), 180-193. doi:10.1007/s10803-013-1863-2 Burns, B.

A., & Hamm, E. M. (2011). A comparison of concrete and virtual manipulative use in
third-and fourth-grade mathematics. School Science and Mathematics, 111(6), 256-261.
Burte, H., Gardony, A. L., Hutton, A., & Taylor, H. A. (2017). Think3d!: Improving
mathematics learning through embodied spatial training. Retrieved February 7, 2021,
from https://files.eric.ed.gov/fulltext/ED574652.pdf. Claire, E. & Haynes J. (1994).
Classroom teacher’s ESL survival kit #1. Englewood Cliffs, New Jersey: Alemany Press.
Driscoll, M. J. (1983). Research within reach: Elementary school mathematics and
reading. St. Louis: CEMREL Inc. Eastman, P. E., & Barnett, J. (1979).

Further study of the use of manipulatives with prospective teachers. Journal for Research
in Mathematics Education, 10(3), 211-213. Fennema, E. (1972). The realtive effectiveness
of a symbolic and a concrete model in learning a selected mathematics principle. Journal
for Research in Mathematics Education, 3(4), 233-238. Florence, H. (2012). The effects of
Mathematics manipulatives. Retrieved September, 19, 2012 from
http://www.ehow.com/info_8040301_effects-Mathematics-manipulatives.html Friedman,
M. (1978). The manipulative materials strategy: The latest Pied Piper? Journal for
Research in Mathematics Education, 9(1), 78-80. Furman, C. E. (2017). Making sense with
manipulatives: Developing mathematical experiences for early childhood Teachers.

Education & Culture, 33(2), 67–86. Gecu-Parmaksiz, Z., & Delialioglu, O. (2019).
Augmented reality-based virtual manipulatives versus physical manipulatives for
teaching geometric shapes to preschool children. Retrieved February 7, 2021, from
https://bera-journals-onlinelibrary-wileycom.ezproxy.nwciowa.edu/doi/pdfdirect/
10.1111/bjet.12740. Golafshani, N. (2013) Teachers’ beliefs and teaching mathematics
with manipulatives. Canadian Journal for Education, 36(3), 137-159. Hawkins, V. H..
(2007) The effects of math manipulatives on student achievement in mathematics.
Retrieved from ERIC database. Holms, A.B. (2013). Effects of manipulative use on PK-12
mathematics achievement: A meta-analysis. Society for Research on Educational
Effectiveness, 1-18. Kuhn, D. (2007).

Is direct instruction an answer to the right question? Educational psychologist, 42(2),

109-113. Kurz, T. L., & Kokic, I. B. (2011). Preservice Teachers’ Observations of Children’s
Learning During Family Math Night. Retrieved February 6, 2011, from
https://files.eric.ed.gov/fulltext/EJ1098423.pdf. Liggett, R. S. (2017). The Impact of Use of
Manipulatives on the Math Scores of Grade 2 Students. Retrieved January 16, 2021, from
https://files.eric.ed.gov/fulltext/EJ1160704.pdf. Loong, E. Y. (2014). Fostering
mathematical understanding through physical and virtual manipulatives. Retrieved
February 10, 2021, from https://go-galecom.ezproxy.nwciowa.edu/ps/retrieve.do?
tabID=T002&resultListType=RESULT_LIST&s
earchResultsType=SingleTab&hitCount=1&searchType=AdvancedSearchForm¤tPosition
=1&docId=GALE%7CA393001480&docType=Report&sort=RELEVANCE&contentSeg
ment=ZEDUMOD1&prodId=PROF&pageNum=1&contentSet=GALE
%7CA393001480&searchId=R1 &userGroupName=nwcollege&inPS=true.

Marley, S. C., & Carbonneau, K. J. (2014). Theoretical perspectives and empirical evidence
relevant to classroom instruction with manipulatives. Educational Psychology Review,
26(1), 1-7. McCray, J. S., Chen, J.-Q. (2012). Pedagogical content knowledge for
preschool mathematics: construct validity of a new teacher interview. Journal of
Research 136 in Childhood Education, 26(3), 291–307. McNeill, N., & Jarvin, L. (2007).
When theories don’t add up: Disentangling the manipulatives debate. Theory Into
Practice, 46(4), 309-316. Retrieved September 12, 2012 from
http://www.nd.edu/~nmcneil/ManipulativesMcNeil%28MM211%29.pdf Moyer, P. S.
(2001).

Are we having fun yet? How teachers use manipulatives to teach mathematics.
Educational Studies in mathematics, 47(2), 175-197. Moyer-Packenham, P (2012).
Learning mathematics with technology: The influence of virtual manipulatives on
different achievement groups. Jl. of Computers in Mathematics and Science Teaching,
31(1)., 39-59. National Governors Association Center for Best Practices (NGA Center) and
the Council of Chief State School Officers (CCSSO) (2010). Common core state standards
initiative. Washington, DC. Authors.

The Common Core State Standards may be accessed and/or retrieved on November 14,
2010 from http://www.corestandards.org. Parham. J. L. (1983). A meta-analysis of the use
of manipulative materials and student achievement in elementary school mathematics.
Dissertation Abstracts International. Pouw, W. T., Van Gog, T., & Paas, F. (2014, March).
An Embedded and Embodied Cognition Review of Instructional Manipulatives. Retrieved
February 7, 2021, from
https://wwwproquestcom.ezproxy.nwciowa.edu/docview/1501014431/fulltextPDF/
E59BD03B120147F7PQ/1?a ccountid=28306. Presser, A. L., Vahey, P., & Dominguez, X.
(2015): Improving Mathematics Learning by Integrating Curricular Activities with
Innovative and Developmentally Appropriate Digital Apps: Findings from the Next
Generation Preschool Math Evaluation.

Retrieved February 6, 2021, from https://files.eric.ed.gov/fulltext/ED562305.pdf. Raphael,

D., & Wahlstrom, M. (1989). The influence of instructional aids on mathematics
achievement. Journal for Research in Mathematics Education, 20(2), 173-190.
http://dx.doi.org/10.2307/749281 Shaw, J. M. (2002). Manipulatives enhance the learning
of Mathematics. Retrieved, September 12, 2012 from
http://www.eduplace.com/state/author/shaw.pdf. Sowell, E. J. (1989). Effects of
manipulative materials in mathematics instruction. Journal for Research in Mathematics
Education, 20(5), 498-505. http://dx.doi.org/10.2307/749423 Stumm, S. V. (2017).
Socioeconomic status amplifies the achievement gap throughout compulsory education
independent of intelligence. Intelligence (60) 57-62.

Suydam, M. N. (1986). Manipulative materials and achievement. Arithmetic Teacher,

33(6), 10-32. Suydam, M., & Higgins, J. (1977). Activity based recommendations from
research. Columbus, Ohio: ERIC Center for Science, Mathematics, and Environmental
Education. Swan, P. &. Marshall, L. (2010). Revisiting mathematics manipulative
materials. Australian Primary Mathematics Classroom, 15(2), 13-19. Thirey, B., &
Wooster, R. (2013). The touchy-feely Integral: Using Manipulatives to teach the basic
properties of integration. PRIMUS, 23(7), 605-616. doi:10.1080/10511970.2013.796576
Tucker, S., Shumway, J. F., Moyer-Packenham, P. S., & Jordan, K. E. (2016). Zooming in on
Children's Thinking. Retrieved February 6, 2021, from
https://files.eric.ed.gov/fulltext/EJ1096470.pdf.

Tucker-Drob, E. M. (2012). Preschools reduce early academic-achievement gaps.

Psychological Science,23(3), 310-319. Uribe-Flórez, L. J., & Wilkins, J. L. M. (2010).
Elementary school teachers’ manipulative use. School Science & Mathematics, 110(7),
363–371. https://doi-org.ursus-proxy-6.ursus.maine.edu/10.1111/j.1949-8594.2010.0004
Vinson, B. (2001). A comparison of pre-service teachers' mathematics anxiety before and
after a methods class emphasizing manipulatives. Early Childhood Education Journal,
29(2), 89- 94. Xie, L., Antle, A. N., & Motamedi, N. (2008). Are tangibles more fun?
Comparing children's enjoyment and engagement using physical, graphical and tangible
user interfaces. doi: 10.1145/1347390.1347433 APPENDIX A UNIVERSITY OF
EDUCATION, WINNEBA FACULTY OF EDUCATIONAL STUDIES DEPARTMENT OF EARLY
CHILDHOOD RESEARCH ON THE IMPACT OF MANIPULATIVES MATHEMATICS IN E.P
BASIC C SCHOOL IN HOHOE.

Instruction The questionnaire is designed to collect data from students on the impact of
manipulatives on their mathematics. It is for educational purpose only and in no way
shall it be associated with the respondent. The information given will be treated with
great confidentiality it deserves. Please read the following statements and kindly select
the answer that most accurately represents your thinking and feeling. You are required
to either choose SA= Strong Agree, A=Agree, N= Neutral, D=Disagree, SD=Strongly
Disagree, for each statement. Thank You. GENERAL BACKGROUND Name of respondent:
………………………………………………………………………… Age: …………………………………………..

Gender: …………………………………… RESEARCH QUESTIONS Research question1 What are

manipulatives? Researchers’ questionnaire for students Table. 1 manipulatives S/N
STATEMENT SA A N D SD 1 Manipulatives can be ideas not necessarily concrete models
2 Manipulatives are concert models with 3- dimensions 3 Manipulatives have shown
to be beneficial in mathematics. 4 Using manipulatives materials at elementary levels
produced greater achievement than not using them at all the levels of education.

Research question 2 What are some common manipulatives and their uses? Table 2:
some common manipulatives and their uses S/N STATEMENT SA A N D SD 1 The use
math manipulatives to make math concepts concrete rather than abstract. 2 The use
of manipulatives provides teachers with a great potential to use their creativity to do
further work on the math concepts instead of merely relying on worksheets. 3 When
teaching mathematics, teachers always need to start with concrete manipulative
materials to first teach for understanding.

4 Manipulatives are powerful tools and can be used to teach many of the new
Common Core State Standards (CCSS) in Mathematics. Research question 3 What is
the impact of manipulatives in kindergarten mathematics? Table 3. the impact of
manipulatives in kindergarten mathematics S/N STATEMENT SA A N D SD 1 When
students interact with manipulatives their reasoning resources are focused on those
objects 2 Students use the interaction with manipulatives to learn more and to gain
a better understanding of mathematical concepts. 3 Virtual manipulatives helped the
students in solving the mathematical problems faster than they would on their own
without the manipulative.

4 Manipulatives serve as a positive tool to improve student learning within

mathematics. Research question 4 What are some proper ways of using
manipulatives? Table 4: some proper ways of using manipulatives S/N STATEMENT SA A
N D SD 1 Teacher beliefs about mathematics and teaching practices affects the use of
mathematics during instructional hours. 2 It is important that to today’s math
teachers use math manipulatives to make math concept concrete rather than abstract.

3 Using appropriate concrete instructional materials in the classroom is a way to

ensure that the students understand the mathematical concept presented. 4 The
manipulatives are not meant to be the quick fix or an exclusive method in solving math
problems, however they are to be used as a building block to provide students with the
conceptual understanding of math content with the goal of using them to find their own
more efficient strategies for solving problems.

INTERNET SOURCES:
-------------------------------------------------------------------------------------------
<1% - https://www.researchgate.net/profile/Anthony-Woode-Eshun
<1% - https://www.coursehero.com/file/107227311/preliminary-proyehkdocx/
<1% -
https://context.reverso.net/translation/english-french/wish+to+express+my+sincere+ap
preciation
<1% - https://mymemory.translated.net/en/English/Italian/may-jehovah-bless-you
<1% - https://www.facebook.com/permalink.php?
story_fbid=4205594659539057&id=1867637956668084
<1% - http://www.cees.mak.ac.ug/sites/default/files/publications/AINEBYONA.pdf
<1% - https://www.coursehero.com/file/p538bmad/5-15-Hypotheses-of-the-Study-6-
16-Significance-of-the-Study-6-Determinants-of/
<1% -
https://www.researchgate.net/publication/339354104_CHAPTER_FOUR_DATA_PRESENTA
TION_ANALYSIS_AND_INTERPRETATION_40_Introduction
<1% - https://www.coursehero.com/file/p6f6furo/32-CHAPTER-FIVE-5-SUMMARY-
CONCLUSION-AND-RECOMMENDATION-51-Summary-Major-Finding/
<1% - https://www.coursehero.com/file/p26upkb/30-52-Recommendation-31-
References-32-Appendix-33-IV-LIST-OF-TABLES-Table-41/
<1% - https://research.avondale.edu.au/cgi/viewcontent.cgi?
article=1004&amp;context=teachcollection
<1% - https://www.coursehero.com/file/paddqid/2018-The-students-were-more-
engaged-and-also-less-disruptive-I-found-this/
4% - https://nwcommons.nwciowa.edu/cgi/viewcontent.cgi?
article=1291&context=education_masters
<1% - https://www.jstor.org/stable/10.5703/educationculture.33.2.0067
<1% - https://www.pinterest.com/pin/sugar-cube-pyramids-use-a-number-line-to-
count-how-many-cubes-it-takes-to-build-a-pyramid--98305204338880193/
<1% - https://www.rasmussen.edu/degrees/education/blog/3-ongoing-trends-early-
childhood-education-impact-you/
<1% - https://aquila.usm.edu/cgi/viewcontent.cgi?article=2972&context=dissertations
<1% -
https://www.researchgate.net/publication/332925424_Supporting_Meaningful_Use_of_M
anipulatives_in_Kindergarten_The_Role_of_Dual_Representation_in_Early_Mathematics
<1% - https://www.coursehero.com/file/33507856/According-to-the-California-
Department-of-Education-cognitive-developmentdocx/
<1% - https://www.chegg.com/homework-help/questions-and-answers/number-
students-meet-standards-number-students-met-standards-total-8-10-18-teacher-1-mr-
fo-q76715324
<1% - https://files.eric.ed.gov/fulltext/EJ1126428.pdf
<1% - https://www.coursehero.com/file/p16qhofd/Students-from-low-income-
households-often-have-parents-with-poor-educational/
<1% -
https://www.researchgate.net/publication/328413247_The_Effectiveness_of_Using_Mani
pulatives_in_Teaching_Linear_Equation
<1% - https://files.eric.ed.gov/fulltext/EJ835499.pdf
<1% - https://selfstudy365.com/qa/a-student-tries-to-find-out-the-volume-of-a-solid-
using-n72737
<1% - https://www.unk.edu/academics/gradstudies/irb/consent-assent/purpose-of-
study.php
<1% - https://www.facebook.com/RugbyAdvertiser/posts/it-is-hoped-that-the-findings-
will-help-turn-the-canals-and-rivers-into-sustaina/6145821165492874/
<1% - https://1library.net/article/results-findings-teachers-agreed-participate-study-
agreed.yj9598kz
<1% - https://www.slideshare.net/cesvaldez13/six-main-chapters-of-a-research-paper
<1% - https://1library.net/article/population-sampling-technique-and-sample-
size.q26271pz
<1% -
https://www.academia.edu/32330446/Chapter_4_PRESENTATION_ANALYSIS_AND_INTER
PRETATION_OF_DATA
<1% - https://www.coursehero.com/file/71836282/summary-findings-Conclusion-and-
recommendationsediteddocx/
<1% - https://www.coursehero.com/file/105253321/The-Effects-of-Math-Manipulatives-
In-the-Classroompdf/
<1% - https://www.hand2mind.com/resources/how-using-manipulatives-to-teach-
math-concepts-aligns-with-research
<1% - https://www.coursehero.com/file/p7u2kn97/Therefore-firms-based-on-the-
findings-of-this-study-are-encouraged-to-promote/
<1% - https://publications.waset.org/abstracts/35831/the-importance-of-teachers-self-
efficacy-in-the-field-of-education-of-socially-disadvantaged-students
<1% - https://pod.stylowo-fachowo.pl/manipulatives-in-the-classroom.html
<1% - https://www.coursehero.com/file/p7c3oidt/The-research-study-was-conducted-
over-12-weeks-The-CDCES-contacted-primary-care/
<1% -
https://www.researchgate.net/publication/346130498_Multiplicative_Thinking_'Pseudo-
procedures'_are_Enemies_of_Conceptual_Understanding
<1% - https://paperity.org/p/82136703/the-importance-of-using-manipulatives-in-
teaching-math-today
<1% -
https://www.researchgate.net/publication/229752097_Teacher_Learning_and_Mathemati
cs_Manipulatives_A_Collective_Case_Study_About_Teacher_Use_of_Manipulatives_in_Ele
mentary_and_Middle_School_Mathematics_Lessons
<1% -
https://www.researchgate.net/publication/254303556_Why_Instructional_Explanations_O
ften_Do_Not_Work_A_Framework_for_Understanding_the_Effectiveness_of_Instructional_
Explanations
<1% - https://www.jstor.org/stable/pdf/43549785.pdf
1% - https://www.mathnasium.ca/summerside/news/magnificent-math-manipulatives-
and-why-your-child-needs-them
<1% - https://opencommons.uconn.edu/cgi/viewcontent.cgi?
article=1023&context=nera_2009
<1% - https://treatisely.com/2022/07/09/students-are-given-an-opportunity-to-
demonstrate-their-understanding-of-the-obligations-of-employers-occupational-
safety-health-assignment-atu-ireland/
<1% - https://www.lawinsider.com/clause/english-language-learners-ell
<1% -
https://context.reverso.net/translation/english-french/it+is+unrealistic+to+expect+that
<1% - https://sites.google.com/site/grenadainclusion/courses/effective-use-of-
manipulatives-and-teaching-aids
<1% - https://www.ucl.ac.uk/educational-psychology/resources/CS1Neesam15-18.pdf
<1% - https://link.springer.com/content/pdf/10.1186/s41235-020-00221-w.pdf
<1% - https://www.coursehero.com/file/p35misau/Pre-test-and-post-test-included-4-5-
questions-After-taking-pretest-I-conducted/
<1% -
https://www.linguee.com/english-spanish/translation/there+has+been+considerable+re
search.html
3% - https://files.eric.ed.gov/fulltext/EJ1160704.pdf
1% -
https://www.researchgate.net/publication/322236432_The_Impact_of_Use_of_Manipulati
ves_on_the_Math_Scores_of_Grade_2_Students
<1% - https://web.mrprintables.com/c/textbook/U7P0A5/using-the-cuisenaire-rods-a-
phototext-guide-for-teachers_pdf
<1% -
https://www.researchgate.net/publication/322221682_Social_controversy_and_public_ad
dress_in_the_1960s_and_early_1970s
<1% - https://www.jstor.org/stable/749423
<1% - https://lfpress.com/2015/07/20/girls-at-fanshawe-colleges-technology-camp-
are-learning-things-that-might-otherwise-remain-a-mystery-to-them/wcm/1f0686d8-
7c1f-1ca1-f7c0-88c25ebc3481/amp/
<1% -
https://www.researchgate.net/publication/332971536_Considerations_in_the_Context_of
_Investigative_Interview_Focused_on_the_Cognitive_Characteristics_of_Autism_Spectrum
_Disorders_Review_of_the_Literature
<1% - https://link.springer.com/content/pdf/10.1023%2FA%3A1012568711257.pdf
<1% - https://www.coursehero.com/file/p6t4hjb/Walumbwa-et-al-2004-completed-a-
study-to-determine-the-effects-of/
<1% - https://www.transtutors.com/questions/these-authors-noted-that-sexual-
dissatisfaction-and-incompatibility-alone-are-usuall-6016312.htm
<1% - https://resep.sun.ac.za/the-impact-of-teacher-characteristics-on-student-
performance/
<1% - https://www.coursehero.com/file/38236768/EDU622-Unit3-DP/
1% - https://www.coursehero.com/file/pmariif/students-used-manipulatives-to-aid-
their-learning-These-authors-noted-that-i-n/
<1% - https://www.coursehero.com/file/p4j2oluf/2-There-appears-to-be-a-paradox-in-
the-literature-regarding-the-impact-of-the/
<1% -
https://www.researchgate.net/publication/362270881_Learning_and_Teaching_Fractions
_at_the_Elementary_Level
<1% - https://www.powerthesaurus.org/need_to_be_introduced/synonyms
<1% - https://bulawayo24.com/index-id-news-sc-national-byo-192944.html
<1% - https://www.coursehero.com/file/p6ic1oa/Question-24-Using-manipulative-
materials-in-the-classroom-is-beneficial-to-all/
<1% - https://www.coursehero.com/file/p296nd8/In-addition-to-understanding-there-
is-action-in-sensemaking-Weick-1995-38-43/
<1% - https://ruor.uottawa.ca/bitstream/10393/12913/4/Jones_Adrian_2010_Thesis.pdf
<1% - https://www.coursehero.com/file/p4htuhp/Academic-Misconduct-can-include-
but-is-not-limited-to-Using-impermissible/
<1% - https://files.eric.ed.gov/fulltext/ED499231.pdf
<1% - https://knowledgesheetsbygurudev.blogspot.com/2022/05/two-types-of-
knowledge.html
<1% - https://www.coursehero.com/file/p7p33d88/research-design-population-sample-
size-and-sampling-procedures-data-collection/
<1% - https://www.dspace.up.ac.za/bitstream/handle/2263/24016/04chapter4.pdf?
sequence=5
<1% - https://www.coursehero.com/file/38482535/Population-and-Sample-of-the-
Studydocx/
<1% - https://www.wallstreetmojo.com/sample-size-formula/
<1% - https://www.coursehero.com/file/p6c5uj6/It-is-therefore-relevant-to-examine-
how-the-different-dimensions-of-CSR-affect/
<1% - https://www.coursehero.com/file/p225bvph/34-Sample-and-Sampling-
Technique-The-sample-size-for-the-study-comprised-of-a/
<1% - http://jehdnet.com/journals/jehd/Vol_6_No_1_March_2017/17.pdf
<1% - https://www.simplypsychology.org/sampling.html
<1% - https://www.gfmer.ch/SRH-Course-2012/Geneva-Workshop/pdf/Data-collection-
instruments-Abawi-2013.pdf
<1% - https://examples.yourdictionary.com/examples-of-open-ended-and-closed-
ended-questions.html
<1% - https://www.coursehero.com/file/p5vgnutb/In-the-open-ended-questions-
respondents-where-required-to-interpret-oximeter/
<1% - https://www.researchgate.net/publication/301738442_Conducting_Semi-
Structured_Interviews
<1% - https://dictionary.cambridge.org/vi/example/english/interview-guide
<1% - https://www.clearpointstrategy.com/qualitative-and-quantitative-data/
<1% -
https://www.academia.edu/30124590/Chapter_4_PRESENTATION_ANALYSIS_AND_INTER
PRETATION_OF_DATA
<1% - https://www.researchgate.net/figure/Social-Media-Sites-mostly-used-by-
Students-Research-Question-1-What-are-the-social-media_tbl3_344292222
<1% - https://www.researchgate.net/figure/Response-to-the-
Questionnaire_tbl1_327035101
<1% - https://ludwig.guru/s/has+shown+to+be+beneficial
<1% - https://www.teachervision.com/professional-development/using-manipulatives
<1% - https://www.coursehero.com/file/126024782/How-to-Use-Math-Manipulatives-
to-Answer-Word-Problemsdocx/
<1% -
https://www.reddit.com/r/stocks/comments/gc98pv/do_you_agree_with_the_assertion_t
hat_the_market/
<1% - https://www.slideserve.com/afya/california-common-core-state-standards-ccss-
mathematics-overview-powerpoint-ppt-presentation
<1% - https://www.coursehero.com/file/p7q2edvr/proceed-faster-than-they-would-on-
their-own-Organic-Reactions-Functional-Group/
<1% - https://writing.stackexchange.com/questions/18636/are-there-any-proper-ways-
of-using-implementing-e-g-in-a-research-narrative
<1% - https://www.mathnasium.com/crystallake/news/magnificent-math-manipulatives-
and-why-your-child-needs-them
<1% -
https://www.researchgate.net/publication/269122041_Efficient_Strategies_for_Solving_R
eliability-Based_Optimization_Problems
<1% - http://www.ijern.com/images/March-2013/23.pdf
1% - https://research.avondale.edu.au/cgi/viewcontent.cgi?
article=1004&context=teachcollection
<1% - https://authorzilla.com/El6og/using-virtual-manipulatives-to-teach-mathematics-
pdf.html
<1% - https://www.vedantu.com/blog/using-manipulatives-to-teach-elementary-
mathematics
<1% - https://www.spanishdict.com/translate/the%20majority%20of%20the%20student
%20population
<1% -
https://www.researchgate.net/publication/349881743_CHAPTER_FIVE_50_SUMMARY_CO
NCLUSION_AND_RECOMMENDATION_51_Introduction
<1% - https://www.coursehero.com/file/p1ttjpqp/RECOMMENDATION-Based-on-the-
findings-and-conclusions-of-the-study-the-following/
<1% - https://www.chegg.com/homework-help/questions-and-answers/suppose-
revealed-students-achieve-academic-succession-wrage-per-day-whole-succes-
academica-q67551542
<1% - https://teacherstep.com/breaking-down-the-common-cores-8-mathematical-
practice-standards/
<1% - https://www.coursehero.com/file/113277564/document-15docx/
<1% - https://www.coursehero.com/file/pufp1ou/Recommendation-Based-on-the-
findings-the-following-recommendations-are-hereby/
<1% - http://www.sciepub.com/reference/201538
<1% - https://sci-hub.se/10.1080/03004430.2013.799154
<1% - https://journals.sagepub.com/doi/10.1177/1053451209349530
<1% - https://journals.sagepub.com/doi/10.1177/0731948716649754
<1% - https://dl.tufts.edu/concern/pdfs/cv43p8400
<1% - https://books.google.com/books/about/Research_within_reach.html?
id=d8naAAAAMAAJ
<1% - https://1library.net/article/list-references-influence-virtual-manipulatives-second-
grader-acquisition.ydln0wgz
<1% - https://www.jstor.org/stable/pdf/748442.pdf
<1% - https://files.eric.ed.gov/fulltext/EJ1057978.pdf
<1% - https://archive.org/details/ERIC_ED563072
<1% -
https://www.researchgate.net/profile/Deanna-Kuhn/publication/228353280_Is_Direct_Ins
truction_an_Answer_to_the_Right_Question/links/02e7e525317ad71b17000000/Is-
Direct-Instruction-an-Answer-to-the-Right-Question.pdf
<1% -
https://www.researchgate.net/publication/322236432_The_Impact_of_Use_of_Manipulati
ves_on_the_Math_Scores_of_Grade_2_Students/fulltext/5a4d809baca2729b7c8b4238/
The-Impact-of-Use-of-Manipulatives-on-the-Math-Scores-of-Grade-2-Students.pdf?_sg
%5B0%5D=started_experiment_milestone
<1% - https://techtoolsforschool.weebly.com/references.html
<1% -
https://ndl.iitkgp.ac.in/document/Q3hDbHk0SDZBUjczMFhNUXRFU1NwMnZwZDJNcTlIb
VArQ0h1dXdVelJscz0
<1% - https://www.jstor.org/stable/pdf/40071507.pdf?addFooter=false
<1% -
https://www.scirp.org/(S(lz5mqp453edsnp55rrgjct55))/reference/referencespapers.aspx?
referenceid=1566103
<1% -
https://www.academia.edu/en/13005752/Learning_Mathematics_with_Technology_The_I
nfluence_of_Virtual_Manipulatives_on_Different_Achievement_Groups
<1% - https://eric.ed.gov/?
q=asca+national+model+2012&ff1=dtysince_2003&pg=14&id=ED583161
<1% - https://vdocuments.net/common-core-standards-httpwwwcorestandardsorgthe-
standards.html
<1% - https://searchworks.stanford.edu/articles/eric__ED562305/citation
<1% - http://dianabelt.weebly.com/uploads/4/6/6/8/46687663/references_pdqp.pdf
<1% - https://www.semanticscholar.org/paper/Socioeconomic-status-amplifies-the-
achievement-gap-Stumm/0c9632e6f9343cbf5724550b676a41cae45d4ea9
<1% - https://www.mindat.org/reference.php?id=4348709
<1% - https://link.springer.com/journal/10643/volumes-and-issues/48-2
<1% - https://slidetodoc.com/university-of-education-winneba-faculty-of-educational-
studies/
<1% - https://www.coursehero.com/file/102439420/QUESTdocx/
<1% -
https://www.linguee.com/english-spanish/translation/will+be+treated+with+confidenti
ality.html
<1% - https://www.chegg.com/homework-help/questions-and-answers/required-
choose-either-minterm-maxterm-expression-minimum-3-4-variables-use-design-
choice--q53480485