Date of Award
5-2020
Document Type
Research Project
Degree Name
Master of Education (MEd)
Department
Educational Leadership
First Advisor
Brian Cavanaugh
Abstract
This study is a quantitative study of the correlation between student achievement and the use of individual math toolkits. Research indicates that the use of manipulatives has a positive effect on student learning in math classrooms. However, studies are limited to manipulative use in one unit of study or one grade level. In addition, researchers and teachers use only one type of manipulative when looking for growth in student achievement. In this study, students with individual toolkits comprised of many manipulatives from their program of study were followed over a nine-week period. Students had access to manipulatives and exhibit voice and choice when choosing manipulatives to help make meaningful math connections. Students were given a pretest in which percentages are compared and cross-referenced with a log of daily toolkit use. Teachers were also surveyed about toolkit promotion during the course of the nine-week study. This study was conducted to add to current research concerning manipulative use in the mathematics classroom.
Recommended Citation
Rowly, Emily, "The Effects of Math Manipulatives In the Classroom" (2020). M.S.Ed. in Educational Leadership Research Projects. 102.
https://scholarworks.umf.maine.edu/ed_leadership_projects/102
