Math Manipulative: Math Anxiety

Math Manipulatives

Math anxiety is a negative emotional reaction to mathematics that can be debilitating, It has been defined as a feeling of tension and anxiety that interfere with the manipulation of numbers and the solving of mathematical problems in ordinary life and academic situations. Math anxiety often results in a lack of confidence in the subject, which impedes academic performance. It perilous hurdle for many children across all grade levels. Individuals with math anxiety often avoid studies in mathematics and therefore limit their career options (Hembree, 1990). Hence, interventions are imperative in order to prevent further affecting students success in both academic and life itself.

Virtual manipulative tools are now also available for use in the classroom. It ranges from simple counting blocks to geoboards and tangram puzzles. Instead of reading about a math concept or working out a problem on paper, a student will work with a physical object to better understand what he/she is learning. The concrete representation is useful at all levels of math, from a preschooler using blocks to strengthen counting skills to an older student using fraction models to understand equivalent fractions.

Researchers have commenced that manipulatives are a powerful addition to mathematics instruction. Achievement in mathematics could be increased by the long-term use of manipulatives, as found by Meta-analyses by Suydam and Higgins (1977), Parham (1993), and Sowell (1989). The history of manipulatives for teaching mathematics extends at least two hundred years. More recent crucial influences have included Maria Montessori, Jean Piaget, Zoltan Dienes, and Jerome Bruner. Each of these pioneers and researchers has accentuated the importance of authentic learning experiences

While children can remember, for short periods of time, information taught through books and lectures, deep understanding and the ability to apply learning to new situations requires conceptual understanding that is grounded in direct experience with concrete objects. The teacher has a critical role in helping students connect their manipulative experiences, through a selection of representations, to essential abstract mathematics. Together, outstanding teachers and regular experiences with hands-on learning can bestow students with powerful learning in