Survey results
Figure 1: Horizontal bar graph showing participant opinions of math manipulatives.
Analysis:
It's important to note that 0% of participants surveyed marked that manipulatives should not be used during math. 83% of teachers surveyed believe manipulatives help students understand abstract concepts, however the same percent also believe that manipulatives are best used for students who are struggling to understand math curriculum. Only 33% of participants surveyed have manipulatives available for all students to use. Additionally, 5 out of 6 teachers surveyed report manipulatives use too much class time. 33% of surveyed teachers selected they use manipulatives as a reward for their students. 17% of teachers surveyed would like to see manipulatives be allowed on tests.
It's apparent teachers realize manipulatives help students understand abstract concepts, but they see manipulatives as time consuming and best used with students who are struggling in math. More explanation was provided by participants during their interviews.
Current manipulative use in the classroom and with small groups
Figure 2: Circle graph showing how often teachers use manipulatives in whole group lessons
Figure 3: Circle graph showing how often teachers use manipulatives in small group lessons
Analysis:
83% of teachers surveyed report using manipulatives once or twice a month with students in both whole group and small group settings. 17% of the participants surveyed reported using manipulatives more frequently, with a response of once a week in whole group lessons and multiple times a week in small group lessons. This data shows a pattern of infrequent use of manipulatives during math instruction in upper elementary grades. The majority of teachers are using manipulatives only once or twice a month, even though they report being aware that manipulatives are important for understanding abstract concepts.
What math manipulatives have you used this school year?
Figure 4: Bar graph showing which manipulatives have been used in the 2023-2024 school year by teachers surveyed
Analysis:
The most frequently used manipulatives amongst surveyed teachers were Unifix cubes (67%), fraction tiles (67%), and place value disks (50%). The curriculum used by the school supplied place value disks and Unifix cubes to teachers, and teachers are expected to use them in certain lessons in the curriculum's pacing guide. No teachers (0%) reported using Cuisenaire rods, and only one teacher (17%) reported using each of the following manipulatives: pattern blocks, fraction circles, and geoboards. Additionally, two teachers added their own responses, which included fake money (33%) and colored squares (17%). During interviews, participants elaborated on why they use some manipulatives more than others.
The data collected by this question reveals which manipulatives teachers are more comfortable using, as they're already using them in their classrooms. It also provides details on which manipulatives are not understood, accessible, or used by the surveyed teachers, which could lead to professional development courses or more instruction on how to use these less-commonly used manipulatives.
What would improve your experience with math manipulatives?
Figure 5: Bar graph showing how surveyed teachers would like to learn more about math manipulatives
Analysis:
Teachers are interested in learning more about manipulatives and improving their experiences with manipulatives in their classrooms. 80% of teachers surveyed selected visiting classrooms as a way they would like to learn more about manipulative use. The district these teachers work in have demonstration classrooms set up that teachers can request to visit, so this is a viable option for these teachers. Additionally, 60% of the participants would like to partake in professional development. 60% of participants reported they would like to watching videos of math manipulatives being used with students, whereas 20% of participants selected they'd like to watch videos of teachers explaining how to use manipulatives. 40% of participants selected they would like to have someone model using manipulatives in their classrooms. Only 20% of participants chose they would like to read a book about how to use math manipulatives or have the school purchase more manipulatives for classroom use.