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Home CCSU Theses & Dissertations The use of manipulatives in middle school algebra classrooms / Alicia M. Stofko

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Identifier	Thesis 1791
Author	Stofko, Alicia M., 1979-
Title	The use of manipulatives in middle school algebra classrooms / Alicia M. Stofko
Publisher	Central Connecticut State University
Date	2004
Resource Type	Master's Thesis
Notes	The purpose of this study was to investigate the importance of manipulatives in supporting algebraic thinking in the middle grades, and reasons why they are misused, or not used at all. Middle school algebra teachers from both urban and suburban settings were asked to fill out a survey answering a variety of questions as to whether or not they use manipulatives; if so, how often, what kinds, and how do they help; if not, why. This study was done to assess the following: what manipulatives are, or are not, being used in middle school algebra classrooms; how they are being used effectively; how they are being used non-effectively; and why they are not being used in some cases. Also investigated were teachers' attitudes and beliefs about benefits and non-benefits of manipulative use in aiding students toward understanding and meaning of algebraic thinking. This information was put into a questionnaire for teachers to fill out. The answers to the survey were used to analyze the above questions to find out whether or not teachers from various schools in Connecticut support research concerning these issues. Thirty questionnaires were given to middle school algebra teachers from various middle schools in Connecticut. Out of those thirty, fifteen were completed by middle school algebra teachers. They were from five different school districts in both urban and suburban settings. All of the teachers who completed the survey have had training where they used manipulatives themselves. Most of the teachers surveyed have used manipulatives in their classrooms. There were mixed answers as to whether or not they believe manipulatives benefit their students. Some believe manipulatives are "babyish" and a waste of time for students, while others believe manipulatives benefit all students. There were also mixed reasons for which they believe teachers do not use manipulatives in their teaching, number one being not enough time.
Subject	Algebra -- Study and teaching (Middle school) Mathematics -- Study and teaching -- Audio-visual aids Manipulatives (Education)
Department	Department of Mathematical Sciences
Advisor	Halloran, Philip P
Type	Text
Digital Format	application/pdf
Language	eng
OCLC number	61679151
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The use of manipulatives in middle school algebra classrooms / Alicia M. Stofko

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