• Journal of the Korean School Mathematics Society
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• v.12 no.4
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• pp.523-544
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• 2009

The object of this study is to analyze manipulative materials in the Pattern & Algebra field of Maths300-Maths with Attitude, Australian school mathematics program with manipulative materials to search meaningful ways for school mathematics. To accomplish these projects, 20 manipulative materials in the Pattern & Algebra field of the Maths with Attitude are introduced and each manipulative materials can be used are searched according to grades and fields of Korean educational course. And 4 mathematics classes for 3rd and 5th grades(two for each grades) with manipulative materials are performed and effect of these classes are examined by recorded data and students' opinions are inquired by questionnaire. First, We analyze Pattern & Algebra of the Maths with Attitude 20 manipulative materials such as 4ARM SHAPES, ADDITION TOTALS, ICE CREAM FLAVOURS, THE LAND OF ET, etc. In this analysis, plans for utilizing the manipulative materials are categorized in 9 types. Second, by students' handling these kinds of manipulative materials in classes, their interest in mathematics is increased and voluntary and creative classes out of the conventional ones can be made. Also, students' self-confidence in mathematics and active participation is animated. This kind of manipulative materials are introduced in the educational field of elementary schools, plans for utilizing the teaching aids in the field are analyzed, the teaching aids are practically applied to classes, and the effect and meanings for mathematics classes are examined. With this research, another researches about the introduction and utilization of other various manipulative materials for motivating students to efficiently understand what they learn in mathematics class of elementary schools are required.

• Journal of Elementary Mathematics Education in Korea
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• v.14 no.1
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• pp.153-176
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• 2010

The purpose of this study is to rethink the importance of manipulative materials and to extract of manipulative materials program and its application methods. Activity, construction, and operation is stressed in the elementary mathematics. For this, various technological tools and manipulative materials is emphasized in mathematics teaching-learning methods. Applications of manipulative materials in the elementary mathematics is gradually increased together with curriculum revisions and textbook developments. As a result, tangram, geo-board etc., many tools ate introduces to school mathematics. This study is executed in this contexts. To achieve this, We introduce Australian 'Maths With Attitude' program. This program is composed of the primary level and secondary level. Each level consists of four domains - Number & Computation, Space & Logic, Chance & Measurement, Pattern & Algebra -, and each domains is made up of 20 tasks(i.e. manipulative materials) and programs. This study takes the focus to 5-6 grades programs in the mid of the primary level. First, We introduce 'Monkeys & Bananas'(Number & Computation) and 'Triangles & Colours' (Pattern & Algebra) tasks, and investigate the examples of lessons using these tasks. Second, We think the probability of these tasks' application and draw examples in the elementary mathematic textbooks. Through this works, We respect teaching-learning methods is rich and various in the elementary mathematics lessons.

• East Asian mathematical journal
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• v.25 no.3
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• pp.321-341
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• 2009

The purpose of this study was to examine the effect of the manipulative materials in the Australian Maths 300 program by applying it to Korean Elementary Mathematics Education - based on parts of 'Probability and Statistics', and 'Symbol and Expression'. In order to this purpose, we select appropriate Maths 300's manipulate materials that could be used to obtain learning objectives within class time for each part, four lessons with the materials were taught at to third, fourth, and fifth grade students of elementary School. The effect of the teaching was analyzed by videotape and student opinion. The results of this study are the following: First, the manipulative tools were almost entirely lacking for the 'Probability and Statistics' section without a 'number of cases' unit. The tools presented in the 'Symbol and Expression' section were helpful in the games that were used for checking preceding learning. Second, the results of using the Math 300 manipulative materials in class showed that the students were eager to be involved in the activities using those materials and to find their own solutions in problem-solving questions that were suited to them; these led to them making their own questions. In response to questioning about the use of the manipulative materials, the students stated that it was easy and fun for them to use the manipulative materials, to solve the problems for themselves, and that they would like to continue practicing the activities in the future. Finally, Studies on the presentation of a variety of manipulative materials including those in this study that can used in problem-solving learning and other learning fields, and the methodology for the use of manipulative materials can be enhanced through further studies.