Understand addition through modelling and manipulation of concrete materials

Abstract

Manipulation of concrete materials was commonly employed to support students with learning difficulties in mathematics using prescriptive pedagogies. However, a behaviourist framework of learning may lead to a lack of conceptual understanding. A case study conducted at a suburban elementary school which involved a teacher and for nine-year-old students to develop student thinking, mathematical modelling was integrated with manipulation of concrete materials in a mathematics remediation classroom. Qualitative data was collected using observation, interview and students’ work. The observation revealed that explicit instruction used in modelling activity hampered students in acquiring conceptual understanding and mathematical process skills. When modelling was initiated by the students, they showed improvement in both. Therefore, teachers should guide students with learning difficulties to participate in modelling activity rather than merely follow re-enact procedures.