Workout Mathematics |
Students learn math concepts using hands-on materials called "math manipulatives"
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"Math manipulatives invite all learners to interact with math concepts. They learn to internalize mathematical thinking and strategies so these can be recalled whenever needed." |
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About the grant
Grant recipients: Jacqueline Krohn, Emily Forbes, Thomas Odermatt, Vicki Slingluff and Sarah Reichert at Peter Hobart Elementary School
Purpose: Teachers at Peter Hobart Elementary School in St. Louis Park wanted to find a new way to teach difficult math concepts. In most schools the fifth grade math curriculum is taught using abstract concepts, which students often find hard to understand or fully grasp. These Peter Hobart teachers added concrete objects, called "math manipulatives," to their toolkits. Teachers introduce students to new concepts on a concrete level using the manipulatives, after which students more easily learn the symbolic numerical representations and finally the abstract concepts.
Thanks to this grant each fifth grade teacher received teaching manuals, student activity books and seven kinds of math manipulatives: base 10 blocks, tangrams, rods, color tiles, geo-boards, snap cubes and pattern blocks.
Results: Students are able to see the steps needed to figure out solutions to math problems. They are making more accurate predictions, and are able to realize connections between math concepts. They are more engaged. There is more time on task. They also have more profound discussions regarding the ways in which math problems can be solved.
This program has been such a success that Principal Shelly Nielsen purchased additional manuals and activity books for each grade level.
Hear from the teachers:
Purpose: Teachers at Peter Hobart Elementary School in St. Louis Park wanted to find a new way to teach difficult math concepts. In most schools the fifth grade math curriculum is taught using abstract concepts, which students often find hard to understand or fully grasp. These Peter Hobart teachers added concrete objects, called "math manipulatives," to their toolkits. Teachers introduce students to new concepts on a concrete level using the manipulatives, after which students more easily learn the symbolic numerical representations and finally the abstract concepts.
Thanks to this grant each fifth grade teacher received teaching manuals, student activity books and seven kinds of math manipulatives: base 10 blocks, tangrams, rods, color tiles, geo-boards, snap cubes and pattern blocks.
Results: Students are able to see the steps needed to figure out solutions to math problems. They are making more accurate predictions, and are able to realize connections between math concepts. They are more engaged. There is more time on task. They also have more profound discussions regarding the ways in which math problems can be solved.
This program has been such a success that Principal Shelly Nielsen purchased additional manuals and activity books for each grade level.
Hear from the teachers:
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