id: 06664477
dt: j
an: 2016f.00480
au: McDonough, Andrea
ti: Good concrete activity is good mental activity.
so: Aust. Prim. Math. Classr. 21, No. 1, 3-7 (2016).
py: 2016
pu: Australian Association of Mathematics Teachers (AAMT), Adelaide, SA
la: EN
cc: D30 D40 U70 U60
ut: mental activities; early education; virtual manipulatives; concrete
material
ci:
li:
ab: Summary: Early years mathematics classrooms can be colourful, exciting, and
challenging places of learning. Andrea McDonough and fellow teachers
have noticed that some students make good decisions about using
materials to assist their problem solving, but this is not always the
case. These experiences lead her to ask the following questions: (1)
Are concrete materials necessarily helpful for all students in their
learning of mathematics? and (2) Are concrete materials always used as
effectively as they might be? The focus of this article is the use of
concrete materials in the early years mathematics classroom, but the
issues and questions might apply equally to virtual manipulatives and
to use of manipulatives in higher year levels. With the underlying
belief that “good concrete activity is good mental activity”, three
key messages are discussed. These are that: (1) concrete materials can
help students focus on key mathematical ideas; (2) lessons that
incorporate concrete materials can stimulate children’s higher order
thinking; and (3) teachers may need to intervene when students use
concrete materials. (ERIC)
rv: