AS someone with both a fine arts and a math background, I am very
sensitive to the visual and tactile qualities of manipulatives. I am
currently involved with professional development rather than classroom
teaching, so my recent experience is with the reactions of teachers.

 

One of my favorite manipulatives is floral marbles (the flat sided ones
that come in many colors and are readily available at craft stores).
Teachers who participate in my workshops, often express the belief that
their students don't/won't like manipulatives because of the grade
school connotations. When I place piles of floral marbles in different
colors, some shiny, some opalescent, some matte, on the table,
invariably they are greeted with "ohs! and ahs!  Not to diminish the
value of more standard, intentionally math related items, but teachers
might benefit from using more found objects with adult appeal.

 

Susan

Susan Kidd

ABE Professional Development Coordinator

Washington State Board for Community & Technical Colleges

 

From: specialtopics-bounces at nifl.gov
[mailto:specialtopics-bounces at nifl.gov] On Behalf Of Margaret Rogers
Sent: Tuesday, September 18, 2007 9:59 AM
To: specialtopics at nifl.gov
Subject: [SpecialTopics 673] Re: Components of Numeracy

 

Kathie and All,

I am delighted that we are having a discussion about using manipulatives
in the adult education classroom. I taught elementary school for 18
years and have taught adults for 30. I cannot imagine teaching math to
anyone without manipulatives. So many adults in basic education classes,
GED classes, and even content classes such as Algebra can benefit from
beginning with the concrete and making the expected progress to the
symbolic and then to the abstract where we can see real mathematical
thinking.

Years ago when I taught my first ABE classes, I immediately ordered
scissors, crayons, and rulers. Only the stock clerk seemed surprised and
teased me a little for that order. The students readily used the
materials when I distributed the crayons to color patterns, make bar
graphs, and shade shapes to find their areas. They were proud to put the
finished graphs on the wall or to make generalizations about the
patterns. 

My advice about manipulatives is that the success comes with the tone
that is set by the instructor. If the teacher simply expects that using
manipulatives will deepen mathematical understanding and is not shy
about explaining why they are helpful, the students will respect that
position and dive in. They will color, paste, stretch rubber bands on
geoboards, find mass using balance scales and anything else that is in
the lesson design.

Margaret Rogers
President Elect
Adult Numeracy Network




On 9/17/07 1:27 PM, "Myrna Manly" <mmanly at earthlink.net> wrote:

Kathy, 

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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