Kathie, you mentioned developing a "system" to incorporate manipulatives
into the usual math work.  

 

I started by asking students to use manipulatives to demonstrate that
the answers they gave to questions in their usual book were correct.  I
started with the fractions section, and asked them to demonstrate every
question that we had the appropriate manipulatives for -halves,
quarters, eighths, sixteenths, thirds, sixths, twelfths, fifths, and
tenths.

 

I gave them a sheet that noted the numbers of the questions that
required demonstrations, with a blank line for me to initial when I had
seen the demonstration.  It is fairly quick for me to go around, check
the demonstrations, initial it and move on.  Students can set up several
demonstrations if they are waiting for me to get there.  AND, the big
thing-they always get the answer right by the time they have finished
setting up the demonstration, so I can ask them how they got it right,
rather than explaining what they did wrong and re-teaching.  Faster,
much faster, and so much more satisfying for both of us.

 

In following years, I discarded the usual book altogether, because
students didn't need that much practice when they did the
demonstrations, and I made a 10-page handout that asks for
demonstrations of fractions concepts and operations.  This handout,
along with some group work on concepts and algorithms, takes the place
of a 100-page section on fractions. 

________________________________

From: specialtopics-bounces at nifl.gov
[mailto:specialtopics-bounces at nifl.gov] On Behalf Of Kathie Daviau
Sent: Monday, September 17, 2007 2:45 PM
To: specialtopics at nifl.gov
Subject: [SpecialTopics 661] Re: Components of Numeracy

 

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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