MANIPULATIVES AS SYMBOLS - A NEW PERSPECTIVE ON THE USE OF CONCRETE OBJECTS TO TEACH MATHEMATICS

Citation
Dh. Uttal et al., MANIPULATIVES AS SYMBOLS - A NEW PERSPECTIVE ON THE USE OF CONCRETE OBJECTS TO TEACH MATHEMATICS, Journal of applied developmental psychology, 18(1), 1997, pp. 37-54
Citations number
31
Categorie Soggetti
Psychology, Developmental
ISSN journal
01933973
Volume
18
Issue
1
Year of publication
1997
Pages
37 - 54
Database
ISI
SICI code
0193-3973(1997)18:1<37:MAS-AN>2.0.ZU;2-#
Abstract
This article offers a new perspective on the use of concrete objects t o teach mathematics. it is commonly assumed that concrete manipulative s are effective because they allow children to perform mathematics wit hout understanding arbitrary, written mathematical symbols. We argue t hat the sharp distinction between concrete and abstract forms of mathe matical expression may not be justified. We believe instead that manip ulatives are also symbols; teachers intend for them to stand for or re present a concept or written symbol. Consequently, research on how you ng children comprehend symbolic relations is relevant to studying thei r comprehension of manipulatives. We review evidence that ma ny of the problems that children encounter when using manipulatives are very si milar to problems that they have using other symbol systems such as sc ale models. Successful use of manipulatives depends on treating them a s symbols rather than as substitutes for symbols.