Families Ask: Manipulatives in the Middle School

2004 ◽  
Vol 9 (6) ◽  
pp. 332-333
Author(s):  
Sherri Martinie ◽  
Janet Stramel

Students of all ages need to do math to understand math. Manipulatives provide a way for students to do mathematics in a concrete manner, and they learn some mathematics concepts better when explored with manipulatives. Middle school teachers sometimes fail to see the purpose of manipulatives, citing reasons such as time constraints and management problems, and generally feel that they are not important. Training students in the appropriate use of manipulatives alleviates many management problems and results in the effective use of time. Learning new concepts in the middle grades is just as complex a task as learning new concepts at grades K–3.

2003 ◽  
Vol 8 (8) ◽  
pp. 398-403
Author(s):  
Charles S. Thompson ◽  
William S. Bush

Article describes a professional development project to increase teachers' understanding of proportional reasoning, the thinking patterns associated with proportional reasoning, and the applications of proportional reasoning across the middle-grades curriculum.


2000 ◽  
Vol 6 (2) ◽  
pp. 126-129
Author(s):  
Anthony D. Thompson ◽  
Stephen L. Sproule

The influence of technology, particularly the calculator, in the middle school classroom has become a compelling issue for both practicing and prospective teachers. The National Council of Teachers of Mathematics (1989) encourages the use of calculators in the middle grades, but teachers face a number of difficulties when they introduce calculators in their classrooms. In our work with both prospective and practicing teachers, we frequently hear the same concerns, particularly from middle school teachers, about incorporating calculators into the curriculum. These teachers ask, “When should I use calculators?” and “What should students know before I allow them to use calculators?” In particular, teachers want to be able to justify their answers to these questions to other teachers and parents who might be concerned about including calculator use in the middle school curriculum. The larger question that teachers often ask is “On what basis do I make the decision to use calculators with my students?”


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