Actually, my hesitation is because I teach in an individualized setting.
When I run across a student that needs the hands-on approach, I find it
difficult to introduce manipulatives to just one student.  I do not have
a group of 2-4 students that are at the same spot.  

 

When I do take the time to introduce manipulatives to one student or a
group of students, the students not involved in the activity do not
receive my attention until I am done.

 

I would love to develop a system for this.

Kathie

 

________________________________

From: specialtopics-bounces at nifl.gov
[mailto:specialtopics-bounces at nifl.gov] On Behalf Of Myrna Manly
Sent: Monday, September 17, 2007 2:27 PM
To: specialtopics at nifl.gov
Subject: [SpecialTopics 658] Re: Components of Numeracy

 

Kathie, 

Because you are interested in introducing manipulatives into the adult
classroom, I'm guessing that you know how powerful they can be in
helping students to recognize patterns and to see more than one way to
solve problems.  They help to make the transition from the concrete to
the symbolic reasoning that is so important in math.  But I also sense
that you are hesitant to use them with adults who may dismiss them as
being for children.

 

Perhaps this a good question to throw back to the list subscribers.
What has your experience been when you introduced manipulatives to your
adult classes?

 

Myrna

 

________________________________

From: specialtopics-bounces at nifl.gov
[mailto:specialtopics-bounces at nifl.gov] On Behalf Of Kathie Daviau
Sent: Sunday, September 16, 2007 2:49 PM
To: specialtopics at nifl.gov
Subject: [SpecialTopics 652] Re: Components of Numeracy

 

I am interested in the use of manipulatives in the adult ed math
classroom.  How are manipulatives used?  How do you introduce
manipulatives to adults?  Do you use manipulatives in an individualized
setting?  What are your favorite manipulatives? 
Thanks,
Kathie
Billings, Montana





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