Secondary school mathematics teachers’ views of manipulatives and their use in the classroom...
-
Upload
bethanie-allen -
Category
Documents
-
view
212 -
download
0
Transcript of Secondary school mathematics teachers’ views of manipulatives and their use in the classroom...
Secondary school mathematics teachers’ views of manipulatives and their use in the classroom
Adrian Jones
M.A.(Ed.) Candidate
FOLLOW ME…
Motivation Mathematical Manipulatives Research Perspective What’s Really Happening in the Classroom? Challenges Influence of Teachers’ Views on Practice Conceptual Framework Research Questions Data Analysis dimensions Timeline
THE MOTIVATION
Introduced to mathematical manipulatives during my teacher education program in 2006.
– Challenged my own ‘understanding’ of mathematics– Many “ah-ha” moments, new insights (larger mental repertoire?)– Opportunity to develop understanding of their use with pre-service teachers
during Math Camp– Helped my children in their own understanding by…:
connecting manipulation of algebra tiles to algebraic operations (e.g.: collecting like terms, factoring and reforming quadratics, multiplying binomials…).
helping to make concrete and meaningful connections to abstract mathematical concepts
shifting the locus of understanding from the teacher to the student– So why aren’t my children’s (and other) teachers, especially in high-school
mathematics, using them for their students’ (and potentially their own) benefit?
I want to gain a better understanding of…– why and how ‘experienced’ teachers use manipulatives in their classrooms– benefits of and challenges in their use in secondary-school mathematics– the educational research process (CIIM+)
MATHEMATICAL MANIPULATIVES
Manipulatives can be considered as concrete representations. Other external representations include pictorial, language, experiential, symbolic. (as proposed by Lesh, Post, & Behr, 1987)
Manipulatives are “designed to represent explicitly and concretely mathematical ideas that are abstract” and a catalyst in building representations of math concepts
– real-world objects (e.g.: coins, cube-a-links) used for a variety of concepts, or
– specifically designed materials (e.g.: algebra tiles, fraction circles) used to teach particular mathematical concepts.
– to be touched, moved about, rearranged, and handled by students (Moyer, 2001; Kennedy, 1986; Pimm, 1995)
The understanding and value of manipulatives comes from being used by students and teachers engaged in shared and meaningful practices that involve strong and multiple connections to underlying mathematical concepts
(Meira, 1998; Moyer, 2001)
RESEARCH PERSPECTIVE
Studies report declining use of manipulatives as students progress through school years resulting in little use in high-school mathematics classes (e.g.: Howard, Perry & Lindsay, 1996; Suurtamm & Graves, 2007;
Weiss, 1994)
Why the decline of manipulative use in high-school when:– The use of manipulatives is strongly recommended by current
curricula for all students, across all grades (NCTM, 2000; OME, 2005).
– Researchers find that long-term use of manipulatives: increases mathematics academic achievement (Ernest, 1994) improves attitudes towards math (Leinenbach & Raymond, 1996) has value to students in all school grades (LeNoir, 1989)
THE REALITY
Questionnaire data from 1,096 Ontario Grade 7-10 teachers, CIIM Report, Suurtamm & Graves (2007)
Very
Important
Grade 7 60%
Grade 8 53%
Grade 9 Applied 50%
Grade 9 Academic 37%
Grade 10 Applied 47%
Grade 10 Academic 30%
How important is promoting the use of
multiple representations of
ideas?
THE REALITY
Questionnaire data from 1,096 Ontario Grade 7-10 teachers, CIIM Report, Suurtamm & Graves (2007)
Very
ImportantA Lot
Grade 7 60% 46%
Grade 8 53% 43%
Grade 9 Applied 50% 48%
Grade 9 Academic 37% 30%
Grade 10 Applied 47% 35%
Grade 10 Academic 30% 27%
How important is promoting the use of
multiple representations of
ideas?
In this class, how comfortable are you with using concrete materials to teach
mathematics?
THE REALITY
Questionnaire data from 1,096 Ontario Grade 7-10 teachers, CIIM Report, Suurtamm & Graves (2007)
In this class, how often do students use
manipulatives?
Very
ImportantA Lot Never
Use
Grade 7 60% 46% 1%
Grade 8 53% 43% 4%
Grade 9 Applied 50% 48% 12%
Grade 9 Academic 37% 30% 40%
Grade 10 Applied 47% 35% 21%
Grade 10 Academic 30% 27% 48%
How important is promoting the use of
multiple representations of
ideas?
In this class, how comfortable are you with using concrete materials to teach
mathematics?
THE CHALLENGES
Teachers face many challenges in their use of manipulatives in the classroom:
– Perceived value (Sherin, Mendez, & Louis, 2004)– Math meaning behind their use (Moyer, 2001)– Uncertainty how to use them (Suurtamm & Graves, 2007)– Time and curriculum coverage pressures (Weiss, 1994)– Changes to class environment (Howard et al., 1996)
But they are worth facing because:By demonstrating how to use the manipulatives as tools for better understanding, teachers open doors for many students who struggle with abstract symbols.(Moyer & Jones, 2004, p. 29)
However, research on how and why teachers use of manipulatives within secondary school mathematic classrooms is lacking (Howard et al., 1996, Moyer, 2001)
INFLUENCE OF TEACHERS’ VIEWS ON PRACTICE
Teachers’ teaching practice is grounded in their beliefs and understandings of mathematics and their perceptions as to how children learn (Thompson, 1984).
Teachers’ beliefs of mathematics in general, and specifically in the value of manipulatives, influence the way in which they are used (Sherin, Mendez, & Louis, 2004).
So, to examine views and practice…If teachers’ characteristic patterns of behaviour are indeed a function of their views, beliefs and preferences … then any attempt to improve the quality of mathematics teaching must begin with an understanding of the conceptions held by teachers and how these relate to their instructional practice(Thompson, 1984, p. 106)
Social Context of Teaching
Teach
ers View
s & B
eliefs
Cu
rrent C
urricu
lum
TeacherPractice
Teach
er Kn
ow
ledg
e
PedagogicalContent
SubjectContent
StudentLearning
Teaching of Mathematics
Learning of Mathematics
Classro
om
Nature of Mathematics
Students aslearners
Theories of learning
Curriculum
Pedagogy, practice &
subject knowledge
MultipleRepresentation
Underpinningbeliefs and rationale
Concrete reps.(Manipulatives) Enacted
curriculum
Theories and
research
Reflection
Reflection
Section 1Influences on, and state of current mathematics
curricula and pedagogical direction
Section 2Influence of teachers’ belief and knowledge on
teacher practice
Section 3The enacted curriculum
CONCEPTUAL FRAMEWORKExamine views and knowledge to better understand practice
The catalyst
THE RESEARCH
RESEARCH QUESTIONS: To gain insight into why and how secondary school
mathematics teachers choose to use or choose not to use manipulatives in their classrooms, the research is guided by the following questions:
– How do secondary school teachers view the use of manipulatives in teaching mathematics?
– How do secondary school teachers describe their use of manipulatives in teaching mathematics?
DATA INSTRUMENT: Data collected through semi-structured interviews with 8 (max.)
secondary school mathematics teachers; with the key focus of:– teachers’ views and beliefs about mathematics, and mathematics
teaching and learning– teachers’ views of the use of manipulatives for teaching
mathematics– teachers’ descriptions of their use of manipulatives in the
classroom.
DATA ANALYSIS
Key dimensions from research– Perceived value for all students– Math meaning behind their use– Uncertainty how to use them– Time and curriculum coverage pressures– Changes to class environment, control issues..– Support environment (peer, dept. admin.)– Logistics, availability, $$...– …
TIMELINE…
Awaiting Ethics Approval Recruitment through open invitation to
participate sent by COMA (and/or directed to willing candidates)
Data collection through interviews
Data analysis
Thesis
Now
End May
JuneJuly
Fall
Many thanks for your attention
Adrian Jones