Using Manipulatives Effectively

Clements and McMillen (1996) also offer some suggestions for teachers on how to use manipulatives effectively in the classroom:

Increase the students' use of manipulatives. Most students do not use manipulatives as often as needed. Thoughtful use can enhance almost every topic. Also, short sessions do not significantly enhance learning. Students must learn to use manipulatives as tools for thinking about mathematics.

Recognize that students may differ in their need for manipulatives. Teachers should be cautious about requiring all students to use the same manipulative. Many students might be better off if allowed to choose their manipulatives or to use just paper and pencil.

Encourage students to use manipulatives to solve a variety of problems and then to reflect on and justify their solutions. Such varied experience and justification help students build and maintain understanding. Ask students to explain what each step in their solution means and to analyze any errors that occurred as they use manipulatives--some of which may have resulted from using the manipulative.

Become experienced with manipulatives. Attitudes toward mathematics, as well as concepts, are improved when students have instruction with manipulatives, but only if their teachers are knowledgeable about their use.

Some recommendations are specific to computer manipulatives:
Use computer manipulatives for assessment as mirrors of students' thinking.
Guide students to alter and reflect on their actions, always predicting and explaining.
Create tasks that cause students to see conflicts or gaps in their thinking.
Have students work cooperatively in pairs.
If possible, use one computer and a large-screen display to focus and extend follow-up discussions with the class.
Recognize that much information may have to be introduced before moving to work on computers, including the purpose of the software, ways to operate the hardware and software, mathematics content and problem-solving strategies, and so on.
Use extensible programs for long periods across topics when possible. (p. 278).