This article discusses the rationale for the classroom use of manipulative materials. Selection criteria are presented for the guidance of teachers, together with advice on how and how not to use the materials. (MM)

Learning theories and evidence from research and classroom practice support use of manipulative materials to help children learn and understand mathematics. Well-chosen and properly used manipulatives enhance children's learning, generate interest, relieve boredom, and promote problem-solving and computational skills. (JN)

The author strongly questions the arbitrary and random usage of diverse experiences, labs, games and activities in the mathematics classroom. He urges that teachers not substitute these activities for carefully planned, sequential mathematics instruction. (CT)

The use of these sticks is suggested as an enrichment activity. The method of construction is described. (MP)

The notion of partitioning is used to help develop simple number concepts, counting skills, place value concepts, and division with two-digit divisors. Working with counters, base blocks, and other materials is carefully explicated. (MNS)

Discusses: what is meant by curriculum; if manipulatives should be used by children and by children of all ages; if manipulatives should be integral to instruction or an adjunct; what kinds of manipulatives should be used; if manipulative-based lessons should be open-ended or structured; and related topics. (JN)