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ERIC Number: ED554403
Record Type: Non-Journal
Publication Date: 2013
Pages: 170
Abstractor: As Provided
ISBN: 978-1-3032-0004-5
Concrete Math Manipulatives in Upper Elementary Mathematics Classrooms
Graham, Janina Maria
ProQuest LLC, Ed.D. Dissertation, Walden University
Today's mathematics standards require teachers to use concrete math manipulatives (CMM) to increase the proficiency of students, but many upper elementary teachers fail to use these resources. The effects of this resource disuse may decrease student learning potential and impede successful standardized test results. This case study allows leaders to understand the association between teachers' perceptions and the problems associated with CMM disuse. The purpose was to explore 3rd, 4th, and 5th grade teachers' perceptions concerning the use of CMM and to determine the extent to which CMM were used in the classrooms. The theoretical framework was grounded in Bruner's theory of instruction and Shulman's theory of pedagogical content knowledge. The research questions focused on (a) teachers' perceptions concerning the use of CMM, (b) how CMM are presented in the classroom, and (c) how teachers' use of CMM reflects the state of Georgia's Common Core Georgia Performance Standards. Purposeful sampling was used to collect observations, interviews, and documents from 3 teachers. Data were analyzed using inductive analysis and coded for themes from triangulation, member checking, and thick rich description. Results indicated that participants used CMM as valued instructional teaching tools conducive for student learning, but needed training to use CMM as essential components prescribed by state standards. Recommendations include establishing Professional Learning Communities, mentors, or coaches to instruct teachers with using CMM. Implications for social change include awareness for policy makers and consideration for administrators, principals, and learning centers, such as this study's site, of teachers' perceptions on the use of CMM to promote progress in student learning and to increase student success on standardized tests. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page:]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site:
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Elementary Education; Grade 3; Primary Education; Early Childhood Education; Grade 4; Intermediate Grades; Grade 5; Middle Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Georgia