Hi all,

I have used measuring tools, particularly rulers and tape measures, as
"concrete manipulatives" to help learners "see" fractions and decimals
(cm. rulers or tapes). The topic is ostensibly measurement, which
virtually every adult has found useful and worthwhile, and the need for
fractions or decimals is quite apparent. Equivalent fractions make sense
on a ruler, as do adding and subtracting fractions.

It has also been fun to have groups of learners design their ideal house
or apartment, draw it on graph paper to scale, and then make scale models
with cardboard. Lots of proportional reasoning, measurement, etc. People
have even built small cardboard furniture and brought in toy cars for the
driveway or street. Problem-based learning, collaboration, need to
communicate mathematically, and lots of math issues arise.


Lynda

Mary Wooten wrote:

> Manipulatives--

>

> I'm so glad someone is interested in manipulatives.  We actively use

> manipulatives in all our ABE/GED math classes to illustrate concrete and

> abstract concepts, concretely for students.  It is a way of illustrating

> a concept.  We have a wonderful response from students, in general.

>

> We use them both with small groups and individually.

>

> The key to acceptance with adults is modeling use of them and having

> them out and available in the classroom as a rule of thumb, not an

> exception.  We like the rolling plastic drawers to store them in so we

> can pull them around the room.

>

> We have obtained most of our manipulatives through the Summit Learning

> Company.  We have quite a few but ones we use most often are:

> Multiplication Wraps- great for abstracting times tables, Clock to show

> elapsed time,  large cardboard Thermometer - for positive and negative

> numbers; fraction tiles, dice, Pizza game- great for fractions with a

> group, decimal/fraction/ percent dominoes.

>

> Teachers do need to be trained on these and encouraged to use them.

>

>

>

>

>

>

>

> Mary S. Wooten  M.Ed.

>

> GED Coordinator

>

> Adult Basic Education

>

> Santa Fe Community College

>

> Santa Fe, NM 87508

>

> Phone  (505) 428-1329

>

>

>

> -----Original Message-----

> From: specialtopics-bounces at nifl.gov

> [mailto:specialtopics-bounces at nifl.gov] On Behalf Of Kathie Daviau

> Sent: Sunday, September 16, 2007 4:49 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

>

>

> -----Original Message-----

> From: specialtopics-bounces at nifl.gov on behalf of David J. Rosen

> Sent: Sun 9/16/2007 5:44 AM

> To: specialtopics at nifl.gov

> Subject: [SpecialTopics 649]  Components of Numeracy

>

> Colleagues,

>

> Some of you have emailed me that you have been eagerly awaiting the

> discussion on the components of numeracy study.

>

> To get full benefit from the discussion this week you will need to

> prepare.  It won't take long.  You'll find links to the readings at:

>

> http://www.nifl.gov/lincs/discussions/specialtopics/07numeracy.html

>

> or the short Web address:

>

> http://tinyurl.com/yvo6hf

>

>

> So far I have not received any questions from subscribers.  Please

> read the preparation documents and then e-malil your questions to me

> or to the list today.

>

> Thanks,

>

> David J. Rosen

> Special Topics Discussion Moderator

> djrosen at comcast.net

>

>

>

>

>

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-- 
Lynda Ginsburg
Senior Research Associate, MetroMath
Rutgers University
tel: 732-445-1409