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Chiphambo, Shakespear Maliketi; Feza, Nosisi Nellie – EURASIA Journal of Mathematics, Science and Technology Education, 2020
Research reveals that many mathematics teachers find it difficult to stimulate learners' interest in learning geometry. One major reason suggested is that geometric concepts are not well conceptualised and comprehended by both learners and teachers. The study explored learners' views on how polygon pieces and dictionary mediate learning of…
Descriptors: Geometry, Mathematics Instruction, Teaching Methods, Geometric Concepts
Reinhold, Simone; Downton, Ann; Livy, Sharyn – Mathematics Education Research Group of Australasia, 2017
This paper provides historical insights and educational background of Froebel's Gifts, hands-on materials developed in the early 19th century. Based on an explorative study with 54 German children (aged 5 to 10) in 2016, we first took steps to explore how these materials meet the demands for early mathematics learning of primary children. Starting…
Descriptors: Kindergarten, Elementary School Mathematics, Elementary School Students, Mathematics Skills
Town, James R.; Espinosa, Alison M. – Mathematics Teaching in the Middle School, 2015
"Mathematical modeling of the physical world should be the central theme of physics instruction" (Hestenes 1987). Science teachers know this, but because of standardized state testing, many math teachers and some science teachers feel the need to focus on memorizing facts that will be on a multiple-choice test (Volante 2004). As a…
Descriptors: Algebra, Mathematics Instruction, Mathematical Concepts, Concept Formation
Read, Alexis – Journal of Visual Impairment & Blindness, 2012
Teaching computer concepts to individuals with visual impairments (that is, those who are blind or visually impaired) presents some unique challenges. Students often have difficulty remembering to perform certain steps or have difficulty remembering specific keystrokes when using computers. Many cannot visualize the way in which complex computing…
Descriptors: Computers, Visual Impairments, Concept Formation, Teaching Methods
Tsang, Jessica M.; Blair, Kristen P.; Bofferding, Laura; Schwartz, Daniel L. – Cognition and Instruction, 2015
How can children's natural perceptuo-motor skills be harnessed for teaching and learning mathematical structure? We address this question in the case of the integers. Existing research suggests that adult mental representations of integers recruit perceptuo-motor functionalities involving symmetry. Building on these findings, we designed a…
Descriptors: Neurological Organization, Mathematics Instruction, Numbers, Grade 4
Johnson, Danny J. – Decision Sciences Journal of Innovative Education, 2011
This hands-on project uses a paper helicopter to teach students how to distinguish between common and special causes of variability when developing and using statistical process control charts. It allows the student to experience a process that is out-of-control due to imprecise or incomplete product design specifications and to discover how the…
Descriptors: Experiential Learning, Manipulative Materials, Teaching Methods, Statistics
Scandrett, Hilary – Australian Primary Mathematics Classroom, 2008
Invented by English mathematician and pedagogist, Caleb Gattegno (1911-1988), the geoboard was designed as a manipulative tool for teaching primary geometry in schools (Williams, 1999). Traditionally made out of plywood and nails, geoboards today are usually made out of plastic and come in a variety of different sizes and colours. Rubber bands are…
Descriptors: Elementary School Mathematics, Geometric Concepts, Teaching Methods, Manipulative Materials

Li, Shiqi – For the Learning of Mathematics, 1999
The mechanism of routine practice and problem solving that is used as a method of teaching and learning is not simply interpreted as a way in which students only mechanically imitate and memorize rules and skills. Manipulative practice is the genetic place of mathematical thinking and the foundation of concept formation. (ASK)
Descriptors: Concept Formation, Drills (Practice), Elementary Secondary Education, Experiential Learning

Clarke, John – Mathematics in School, 1973
An outline of practical experiences from which the concept of length measurement may be learned. (MM)
Descriptors: Concept Formation, Elementary School Mathematics, Experiential Learning, Geometric Concepts
Fitzgerald, William M. – 1972
This paper traces the growth of the concept of a mathematics laboratory and reviews recent research and developments in this field. The first section quotes several interpretations of the term and discusses some of the activities advocated by its proponents. The second section quotes extensively from E. H. Moore (1902) and McLennan and Dewey…
Descriptors: Class Organization, Concept Formation, Educational Development, Experiential Learning

Quinn, Robert – Mathematics Teaching in the Middle School, 1997
Presents a series of lessons that extend the concrete experiences many elementary students have had with attribute blocks to provide middle school students with informal opportunities to explore the concepts and properties of relations and functions. (DDR)
Descriptors: Concept Formation, Discovery Learning, Educational Strategies, Experiential Learning

Korithoski, Theodor P.; Korithoski, Patricia – Arithmetic Teacher, 1993
Presents a sequence of hands-on activities to help students understand the concept of arithmetic mean and gain experience in using mathematical models. Students create models in the process of solving problems and communicate to the class the meaning attached to the models. (MDH)
Descriptors: Classroom Communication, Concept Formation, Elementary School Mathematics, Experiential Learning
Baratta-Lorton, Mary – 1979
This curriculum guide presents a program of 20 open-ended math activities to be used to supplement the math programs in kindergarten, first, or second grade classrooms. The program consists of child-oriented counters and gameboards used to explore the concept of number from counting to making up and solving addition and subtraction equations. Each…
Descriptors: Arithmetic, Concept Formation, Concept Teaching, Curriculum Guides

Knecht, Paul S. – Arithmetic Teacher, 1991
Presents an activity that uses M & M's candy to initiate discussion about the mathematical concepts of empty set, zero, more than, less than, most least, and equivalent sets. Suggests extensions that could follow this activity. (MDH)
Descriptors: Concept Formation, Elementary Education, Enrichment Activities, Experiential Learning

Cohen, Herbert G. – School Science and Mathematics, 1992
Presents a study to examine the effects of a verbal teaching strategy versus a strategy providing instruction using activities and manipulatives in four seventh grade earth science classes with students of varying cognitive abilities (n=83). Results indicate that students with more cognitive structures perform better and that using manipulatives…
Descriptors: Academic Achievement, Cognitive Development, Cognitive Measurement, Cognitive Structures
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