The standby wooden blocks that are prevalent in most high-quality early childhood classrooms are missing from most primary and elementary grades. The goal for block play in early childhood is to support learning in mathematics, science, art, literacy and language arts, physical development, social studies, and social and emotional growth. This…

In mathematics, there is conceptual and procedural knowledge. Conceptual knowledge is about ideas or mathematics understanding but procedural knowledge is about procedure to solve mathematics problems. Multisensory approach involve many senses like kinaesthetic, visual and auditory to gain knowledge. This research aims to find information about…

This guidance report focuses on the teaching of mathematics to pupils in Key Stages 2 and 3. It is not intended to provide a comprehensive guide to mathematics teaching. We have made recommendations where there are research findings that schools can use to make a significant difference to pupils' learning, and have focused on the questions that…

Build It Up! is an engaging activity that integrates science with mathematics through a process that encourages problem-solving, principles of design, creativity, and developing a sense of one's community. This activity, aimed at third- and fourth-grade students, allows students to use manipulatives to design, construct, and test buildings they…

In recent years, researches had shown that the development of problem solving skill became important for education, and the educational robots are capable for promoting students not only understand the physical and mathematical concepts, but also have active and constructive learning. Meanwhile, the importance of situation in education is rising,…

Children build foundations for mathematical thinking in early play and exploration. During the preschool years, children enjoy exploring mathematical concepts--such as patterns, shape, spatial relationships, and measurement--leading them to spontaneously engage in mathematical thinking during play. Block play is one common example that engages…

Measurement is a mathematics skill students encounter often in their daily lives. The act of measuring involves the use of concrete, hands-on materials that students find engaging and appealing. According to Martinie (2004), the best way to teach measurement "is to find or create situations in which students need to measure and let them…

Suggests using manipulatives with young children to create imaginary solutions to fantasy situations. Includes activities that use the problem-solving format: stating the problem, brainstorming solutions, experimenting, carrying out the solutions, and evaluating the solutions. (JOW)

Descriptions are given of how groups aged 7, 10, and 13 tackled the problem of how many squares are on a chessboard. Teachers noted that often the less able children were the ones with ideas, whereas the able ones became impatient and were unwilling to go on trying. (MNS)

Some activities with geoboards done by pupils aged 10 and 11 are first reported, followed by an analysis and development of extended mathematical ideas. (MNS)

Specific instruction in different contexts provide needed background for solving addition and subtraction problems. The categories of problems and relative difficulties are presented, followed by an explanation of a successful instructional sequence. (MNS)

Six algebra activities which use manipulative aids are described. The aids can be motivating, multipurpose, and individually manipulated by students. Some of the activities involve students in problem-solving practice and some can be revised to provide for students of differing ability levels. (JN)

Presents a lesson that introduces students to polarized light using a problem-solving approach. After illustrating the concept using a slinky and poster board with a vertical slot, students solve the problem of creating a polarized light show using Polya's problem-solving methods. (MDH)

Index cards, masking tape, pizza shells, golf tees, and empty soda bottles can be used to make manipulative objects to be used in children's mathematics games. Twenty-two games that provide practice in number drills and problem solving are described, along with instructions for making objects needed for the games. (PP)

Several problem-solving activities involving only 0-9 to be used with sets of ceramic tiles are presented. Finding specified sums, differences, or products is the object of most of the problems. (MNS)