tag:blogger.com,1999:blog-25541994.post8931636398525181408..comments2016-08-29T07:34:38.607-04:00Comments on D-Ed Reckoning: Question 6: Why not to use manipulatives for learning mathKDeRosahttp://www.blogger.com/profile/06853211164976890091noreply@blogger.comBlogger8125tag:blogger.com,1999:blog-25541994.post-2752572289840697252008-07-01T20:49:00.000-04:002008-07-01T20:49:00.000-04:00EM does the triangles.DI does something similar; t...EM does the triangles.<BR/><BR/>DI does something similar; they call them number families.KDeRosahttp://www.blogger.com/profile/06853211164976890091noreply@blogger.comtag:blogger.com,1999:blog-25541994.post-75656896136287124822008-07-01T20:47:00.000-04:002008-07-01T20:47:00.000-04:00ari-free,same idea. I write a triangle with the b...ari-free,<BR/><BR/>same idea. <BR/><BR/>I write a triangle with the big number on the top, and two numbers that make up the big number on each side of the base<BR/><BR/> 10<BR/> / \<BR/> 6 - 4<BR/><BR/>Students learn to add 6+4 = 10, and can also learn that 10-4=6 and 10-6=4. I'm not sure it's DI-approved, but I think it might work for my son.jhhttp://www.blogger.com/profile/08625944233681296812noreply@blogger.comtag:blogger.com,1999:blog-25541994.post-30019572909805472882008-07-01T18:57:00.000-04:002008-07-01T18:57:00.000-04:00http://tinyurl.com/6r8t9jand the supposed math tra...http://tinyurl.com/6r8t9j<BR/><BR/>and the supposed math traingles<BR/><BR/>http://tinyurl.com/6n29k6<BR/><BR/><BR/>ari-freeAnonymousnoreply@blogger.comtag:blogger.com,1999:blog-25541994.post-42127843056454142062008-07-01T17:38:00.000-04:002008-07-01T17:38:00.000-04:00ari-freeI couldn't see your link.Please use tinyur...ari-free<BR/><BR/>I couldn't see your link.<BR/><BR/>Please use tinyurl: www.tinyurl.com<BR/><BR/>It will shrink your web address.<BR/><BR/>jhjhhttp://www.blogger.com/profile/08625944233681296812noreply@blogger.comtag:blogger.com,1999:blog-25541994.post-72083354960820771792008-07-01T15:43:00.000-04:002008-07-01T15:43:00.000-04:00I have a copy of Power Math K from Singapore Math....I have a copy of Power Math K from Singapore Math. There are no exercises with manipulatives but there are many pictures of things like 3 giraffes, 2 are crossed out and that represents 3-2=1. <BR/><BR/>The closest thing to a number line are examples on only one page (178). It looks more like a road than a line and the numbers are not covered.<BR/><BR/><BR/>I have found some examples from CMC<BR/>http://www.specialconnections.ku.edu/~specconn/page/instruction/di/pdf/math_feature_a.pdf<BR/><BR/>http://www.specialconnections.ku.edu/~specconn/page/instruction/di/pdf/math_sample_lesson_b.pdf<BR/>Is that what you mean by a math triangle, jh?<BR/><BR/>ari-freeAnonymousnoreply@blogger.comtag:blogger.com,1999:blog-25541994.post-32945017792277340392008-07-01T10:29:00.000-04:002008-07-01T10:29:00.000-04:00Two years ago I did a systematic literature search...Two years ago I did a systematic literature search on this topic (use of manipulatives) and was surprised to find there was virtually nothing to support their use. There were qualitative studies galore (showing improved affect, student engagement, whatever), but with one or two exceptions, confined to using manipulatives to introduce a topic, there was no evidence that their use improved achievement or understanding.<BR/><BR/>Recently I was on a committee with some high-powered university folks (on another topic). Over lunch, I mentioned this manipulatives issue to one of the research experts present, who replied, "The reason you couldn't find anything is because there isn't anything to find." Everybody loves manipulatives, but they have not been shown to make a difference.palisadeskhttp://www.blogger.com/profile/13700503881038569921noreply@blogger.comtag:blogger.com,1999:blog-25541994.post-51660709248376250122008-07-01T10:17:00.000-04:002008-07-01T10:17:00.000-04:00CMC has plenty of work using number lines with cov...CMC has plenty of work using number lines with covered-up numbers. That is the difference that Zig was getting at. When numbers are covered up, students must attend to the underlying relationships to predict answers. The number line is used merely as a confirmatory device, not as a method for figuring out answers.KDeRosahttp://www.blogger.com/profile/06853211164976890091noreply@blogger.comtag:blogger.com,1999:blog-25541994.post-61327633370501146852008-07-01T10:01:00.000-04:002008-07-01T10:01:00.000-04:00I don't understand the quotation. CMC has plenty ...I don't understand the quotation. CMC has plenty of work using number lines, and Zig's early work had kids using fingers to count. Does the quote mean they don't believe in it?<BR/><BR/>I used both methods with my 6-year old, and found they didn't work, because it just slowed his eventual progress. I found that memorization of math "triangles" (i.e., 5 can be broken into 0/5, 1/4, 2/3) seems to be the best long-term method, as it promotes learning of both addition and subtraction and is quick and easy once learned.jhhttp://www.blogger.com/profile/08625944233681296812noreply@blogger.com