Teacher Learning and Mathematics Manipulatives: A Collective Case Study About Teacher Use of Manipulatives in Elementary and Middle School Mathematics Lessons

<div class="line" id="line-19"> <span style="color: rgb(28, 29, 30); background-color: white; font-family: Arial, sans-serif; font-size: 12pt;"> This collective case study analyzes the use of manipulatives in math lessons developed and taught by 4 groups of elementary teachers (K </span> <span style='color: rgb(28, 29, 30); background-color: white; font-family: "Cambria Math", serif; font-size: 12pt;'> &hyphen; </span> <span style="color: rgb(28, 29, 30); background-color: white; font-family: Arial, sans-serif; font-size: 12pt;"> 8) involved in lesson study as part of a professional development program. The study found that in three of four lessons studied manipulative use was turned into an end in and of itself, rather than a tool, and that in the fourth lesson manipulative use hindered rather than helped student learning. These problems with manipulative use by teachers in the lessons provide helpful guidance for planning of future professional development for math teaching. Our conclusion contains recommendations for successful implementation of manipulatives for both teachers and professional developers. Most importantly, we stress the need to emphasize the link between pedagogy and content, not the specific use of manipulatives. </span></div>