One item that I did not note in my previous blog posts was my description of manipulatives. For the purposes of my classroom action research project, manipulatives are physical materials used to foster the learning of abstract ideas, particularly in math. Algebra tiles, scale models, money, geometrically-shaped blocks, and math games are all examples of concrete objects that can be used in math to help students comprehend abstract principles and processes. Calculators and other technological resources are not included in my definition of manipulatives, as technology is usually referred as a separate category of instructional method. However, I would include math games on the computer as manipulatives pertaining to the math games category.
For this week’s lesson, I read the assigned literature and reflected on my biases for this research project. Following this reflection, I decided on the following proposition statements (which include discussions concerning my biases following the proposition):
· The use of manipulatives will increase the engagement of the students during instruction in Algebra 1, because they will be involved with hands-on activities that are fun.
o I think that the students will enjoy the hands-on activities and will be more engaged in learning in comparison to their engagement when the teacher instructs using traditional teaching methods for mathematics.
· The use of manipulatives in an Algebra 1 classroom will increase students’ understanding of abstract mathematical topics by providing concrete examples on which they can base their connections to the abstract ideas. Thus, the quiz and post-test scores in my experimental class will be higher than the scores in my control class.
o Research has shown that when concrete methods are first used to explain abstract mathematical ideas, students with and without learning disabilities are more able to comprehend the abstract ideas. Thus, my bias would be to agree with the research.
· The use of manipulatives as an instructional method will decrease behavioral problems in an Algebra 1 classroom, because the students will have their attention focused on the activities.
o I believe that students who are bored and seeking attention can more easily disrupt a class during direct instruction than when the rest of the students are focused on an activity that they are enjoying. In addition, if the pupil that usually disrupts the class is also interested in the activity that he is working on, then he is less likely to cause behavioral issues in the classroom.
· The students will be more engaged in their Algebra 1 class through the use of manipulatives as an instructional method, because they will be in charge of their own learning during the activities using manipulatives.
o When students are working on activities with manipulatives, they are in essence teaching themselves. They are discovering new ideas or working out new mathematical processes in their own way, instead of being told about these ideas and processes by the instructor. Students that are in charge of their own learning are more likely to pay attention in class and want to learn.
· Using manipulatives in the Algebra 1 classroom will help improve learning for visual and tactile learners.
o Since most secondary mathematical instruction seems to include direct instruction mixed with guided practice, diverse learners may have difficulties understanding topics in the way that they have been traditionally taught. Using manipulatives during instruction should provide these students with additional methods to learn and understand the mathematical topics in Algebra 1.
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