Using Manipulatives in a Secondary Math Classroom

     In elementary school, I can recall using manipulatives for many different concepts that we learned. For example, we used “linking cubes” when learning to count and when first introduced to addition and subtraction problems. We also used “base-ten blocks” when discussing place value and small clocks when learning to tell time. These physical tools kept me more engaged and allowed me to better understand the topics we were discussing because I could visually see the concepts in front of me. However, I can rarely remember using manipulatives once I moved up into higher grade levels. 

    In middle school and high school math classes, it can be difficult to find ways to use manipulatives, especially if students have not been using them previously. Introducing virtual manipulatives could be the “bridge” that is needed to supply that visual picture for students. Rather than having to provide the physical tools for every student, going virtual could be an easier and more inexpensive way to supply these resources. There are many websites out there that provide tools that can be incorporated into these upper-level classes. Desmos, GeoGebra, Polypad, and NCTM all provide a variety of tools that can be used in place of the physical pieces. 

    When using the virtual manipulatives, students are able to drag, rotate, and resize the objects directly on their screen rather than having to physically move pieces on their desk. In middle school classrooms, students may struggle with sometimes getting distracted by some of the pieces if given a physical tool. For example, if a middle school student is given a physical geoboard and rubber bands, they may be tempted to play with the rubber bands rather than focus on the lesson. A virtual option of a geoboard, like the one Polypad offers, allows teachers to show the students the same visual without having to worry about physical barriers and distractions that may come up with the rubber bands. 

    There is also a way to incorporate both the physical and virtual manipulatives together in a classroom. As the teacher, you could do an introductory discovery lesson at the board using a virtual tool. Afterwards, students could work with the physical version to further explore the concept. You could also start with the physical manipulative as the introduction and then move to the virtual. This could allow students to explore the concept deeper with easier manipulation of the objects. Giving students a variety of visuals, no matter what kind they are using, is going to be beneficial either way.

    Overall, implementing manipulatives into a secondary math classroom can help students gain a deeper understanding of the concepts being presented to them. Providing physical manipulatives allows students to be more “hands on” with the material. Providing virtual manipulatives allows more flexibility within the concept that could help students gain a better understanding of the abstract reasoning. The world is becoming more virtual, and we as teachers are going to have to learn how to adapt and incorporate these tools effectively. Providing our students with opportunities to explore concepts, whether physically or virtually, can strengthen their problem-solving skills and help with their learning both inside and outside the classroom. 

References:

https://www.edutopia.org/article/virtual-manipulatives-in-math-class/  

x