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|Title:||An investigation of the uses of manipulative mathematics materials with select elementary school teachers in the public schools in the District of Columbia|
|Author(s):||Holbert, Melitha White|
|Doctoral Committee Chair(s):||Rodgers, Frederick A.|
|Department / Program:||Education|
|Degree Granting Institution:||University of Illinois at Urbana-Champaign|
Education, Teacher Training
|Abstract:||The purpose of this study was to investigate the extent to which select elementary school teachers utilized manipulatives. Sex, grade level, academic degree, in-service training, and years of experience merited examination to determine their relationship to the use of manipulative mathematics materials in the teaching of mathematics.
In an extensive review of the literature it was revealed that there is a paucity of data concerning the extent of the use of manipulative materials by teachers in the elementary program. An increase in awareness of the pertinent background information relative to the use of manipulative mathematics materials may assist educators in determining how best to use certain manipulative mathematics materials.
The sample consisted of 36 city-wide schools with a population of 544 teachers in grades kindergarten to six. Data were collected by using a questionnaire written by the researcher. The questionnaire consisted of two parts: Part 1 concerned demographic information and Part 2 concerned availability and use of manipulative mathematics materials. Data were submitted to the analysis of the Pearson-Product Moment Correlation Coefficient. Significant results were achieved when the observed values were less or equal to.05 and.01.
Three research questions were advanced: There were no statistically significant relationships among sex, grade levels, academic degree, in-service training, and years of experience and the extent to which teachers utilized manipulative materials in the elementary program. There was statistically significant relationships for each of the three research questions and they were rejected at the.05 and.01 levels.
It was concluded that teachers tended to use certain manipulative mathematics materials to introduce and develop mathematics concepts by sex, grade levels, academic degree, in-service training and years of teaching experience. Further, it was recommended that local school systems and teachers need to have available a variety of manipulative mathematics materials. School systems and districts should purchase manipulative mathematics materials by grade levels, curriculum needs, and learner needs, concerns, and interests. Placement of materials should be determined or based upon grade level concerns, curriculum needs, concerns, and interests.
|Rights Information:||Copyright 1991 Holbert, Melitha White|
|Date Available in IDEALS:||2011-05-07|
|Identifier in Online Catalog:||AAI9136617|