An evaluation of the first year of operation of the elementary part of the Individualized Mathematics System (IMS) is reported in this document. The opening section describes the IMS course, where re-usable workpages guide students to work individually, often using manipulative materials, to meet carefully defined objectives at nine levels. The…

The purpose of this study was to obtain insights into the learning of concepts in metric and non-metric geometry by fifth and sixth grade students. A total of 102 students were divided into two groups characterized by the amount and type of concrete activities used. A pretest and two posttests were given. Results showed that older students and…

The results of a study of student attitudes toward mathematics before and after studying a "Mathematics Through Science" unit in the eighth grade are given in this report. Six significant attitude differences were found and used to group students into eight attitude groups. The identifying characteristics of these groups are discussed in detail.…

Triple-thick cardboard can be used to make many different things in the classroom. This workbook describes some of the materials which can be made, starting off with a detailed look at making a table. Instructions are also outlined, with illustrations, for making shelves, storage units, stools and chairs, boxes and blocks, wagons, panels and…

This paper examines some of the manipulative aids used in elementary mathematics instruction from the point of view of the cognitive structures needed to understand them. The number line, measurement activities, models for place value, and models for fractions are discussed. (SD)

Through a series of games, children can be given practice on making change and operating with money. (SD)

The objective of this puzzle is to give students practice in linear measurement and obtain the skill of using a metrestick. A diagram for constructing the puzzle is included. (MP)

Manipulative models are compared to static models as effective adjuncts in learning to identify plant organs and tissues. Results offer statistical evidence that students have more success at learning to recall the names and functions of plant tissues and microscopically identify them if hands-on experiences have been provided. (Author/MA)

Five mathematical puzzles of the type requiring numbers or pieces to be placed in certain positions to produce a specific result are described. The puzzles are presented in the form of dice, pentominoes, boards, and numbered pegs. (MN)

Children attempted a division problem in one of four distraction settings: minimal, situational, color-attribute, or spatial-numerical. The effects of both grade level and distraction setting in problem-solving performance were highly significant, with children who used a manipulative approach being more prone to distraction than those using a…

Classroom activities for the study of linear mass, and volume measurement, conversion of units, and estimation using the metric system are given. (MN)

A manipulative pedagogical device to supplement the teaching of a unit on computers is described. Sample programs possible with such a device are illustrated. (MN)

A method of using pegboards to illustrate addition of whole numbers is described. (SD)

Suggestions for getting the message to parents about the need to help their children with mathematics are provided. Goals of mathematical activities at home and what activities parents should provide are described. (MNS)

Two experiments examine the sorts of cues that might be available to facilitate children's ability to discriminate between memories for their own actions. Results suggest that the differences in discrimination performance demonstrate the importance of kinesthetic cues and visible consequences for children's memory discrimination. (Author/RWB)