Keeping It Real: The Rationale for Using Manipulatives in the Middle Grades

Abstract

Mathematics skills are critical to functioning in today's world. These skills are not just useful in middle school mathematics classes; they are important in our daily lives. To become competent adults, students must learn basic mathematics concepts and how to apply them to reasoning and problem solving (Cass, Cates, Smith, and Jackson 2003; Goldsmith and Mark 1999). With 32 percent of United States eighth graders falling below the basic proficiency level for mathematics, and 61 percent of Blacks performing at a substandard level, the United States has been woefully unsuccessful in its preparation of citizens for a productive life (NCTM 2004). Our educational system is clearly failing to teach important skills to a significant number of students. This article will examine research on one teaching method—the use of manipulatives—that if used in the middle grades may help remedy this problem. The question explored will be whether or not the use of manipulatives is an effective tool in teaching mathematics concepts and reasoning to middle- grades students.