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A qualitative case study design was used with 21 preservice mathematics teachers. During a five-week period, ten instructional sessions with manipulatives were conducted, after which the participants prepared lesson plans and learning environments. Results show that most preservice teachers could not use manipulatives effectively and appropriately, and some struggled to connect mathematical concepts, daily life, and manipulatives.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/how-do-preservice-mathematics-teachers-use-manipulatives-to-teach-mathematics-abstract-21-preservice-teachers-case-study/588219/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/how-do-preservice-mathematics-teachers-use-manipulatives-to-teach-mathematics-abstract-21-preservice-teachers-case-study/588219.png","ImageObject",300,407,{"name":92,"@type":93},"Aditya","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-29","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":24},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What was the purpose of the study on manipulatives?","Question",{"text":112,"@type":113},"The study aimed to examine and evaluate how preservice mathematics teachers use manipulatives to teach mathematics.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What research design and participants were used?",{"text":117,"@type":113},"A qualitative case study was conducted with 21 preservice mathematics teachers.",{"name":119,"@type":110,"acceptedAnswer":120},"What were the main findings about using manipulatives?",{"text":121,"@type":113},"Most preservice teachers could not use manipulatives effectively and appropriately, and some had difficulty connecting mathematical concepts, daily life, and manipulatives.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},588219,1792166276,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":24,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145,"preview_page_count":4},962085564549,"https://ap-avatar.wpscdn.com/davatar_085a072bc5b1113ac321206ff7593b45","HOW DO PRESERVICE MATHEMATICS TEACHERS USE MANIPULATIVES TO TEACH MATHEMATICS?  \nMelihan ÜNLÜ  \nAbstract: The aim of the research was to examine and evaluate how preservice mathematics teachers’ use of manipulatives to teach mathematics. In the current research, one of the qualitative research methods, case study was used. The research was conducted with 21 preservice mathematics teachers. Ten instructional sessions with manipulatives were carried out during a five-week period by researcher. After the instructional sessions preservice teachers made lesson plans and they designed a learning environment that teaches mathematics with manipulatives. The findings ofthe research indicated that most of the preservice teachers could not use manipulatives effectively and appropriately for the purposes. In addition, some preservice teachers had difficulty in making connections between mathematical concepts, daily life and manipulatives.  \nKey words: Manipulatives, preservice mathematics teachers, mathematics education  \n1. Introduction  \nTeachers are one of the main factors of the learning and teaching process as they have a crucial function and a determining and guiding role for gaining the behaviors predicted by the educational process (Atav, Kunduz, & Seçken, 2014). Therefore, the teacher training program constitutes a large part ofthe efforts to increase the quality of education. The importance of teacher training programs is also stressed for their important role in terms of preparing preservice teachers for their future classroom (Simon, 2013) so teacher competencies and teacher training is one of the issues that teacher educators frequently research on. General Competencies of the teacher profession refer to the knowledge, skills, attitudes and values that a teacher should have. Teacher competencies include competencies in the field, professional knowledge and general culture (Çelik, Yorulmaz & Çokçalışkan, 2019) . It can be thought that teachers with these competencies will provide a qualified education. In this context, teachers and preservice teachers should be equipped and developed with the general and special field competencies that teachers should have in preservice and inservice training programs (Sarpkaya-Aktaş, 2017) . In this framework, preservice teachers are provided with sufficient proficiency in subjects such as classroom management, measurement and evaluation, using strategy, method, technology and instructional materials (Shulman, 1986) .  \nThe competencies that teachers should have are considered as pedagogical content knowledge, mathematical content knowledge and curriculum knowledge (Ministry of National Education [MoNE], 2006 ; Shulman, 1986) . In order to help to students learn, teachers must have sufficient knowledge of the subjects they will teach. This knowledge forms the content knowledge. Content knowledge is not sufficient for effective teaching (Ball & McDiarmid, 1990) . Therefore, another competency, pedagogical content knowledge is essential. Pedagogical content knowledge as one of the components of teachers’ knowledge is the type of knowledge that includes the most useful representations, simulations, examples and explanations that enable the understanding of frequently taught concepts specific to the field (Shulman, 1986). According to Shulman’s (1995, s.130) model, teachers who have strong pedagogical content knowledge are more successful in designing effective teaching and learning environments, in understanding of what makes the learning of mathematics topics easy or difficult and in representing and formulating the subject that make it comprehensible to others.  \nOne of the skills that should be acquired by preservice mathematics teachers is using manipulatives since the effective use of manipulatives in mathematics lessons depends on teachers (Sowell, 1989; Kelly, 2006) . In order to facilitate learning by using manipulatives, teachers need to create effective learning environments and know w","cbCaiqWtxvnJofIu","https://ap.wps.com/l/cbCaiqWtxvnJofIu","pdf",326218,13,"English","# Introduction\n## Teacher competencies and pedagogical content knowledge\n## Role of manipulatives in mathematics learning\n## Challenges using manipulatives and building connections","[{\"question\":\"What was the purpose of the study on manipulatives?\",\"answer\":\"The study aimed to examine and evaluate how preservice mathematics teachers use manipulatives to teach mathematics.\"},{\"question\":\"What research design and participants were used?\",\"answer\":\"A qualitative case study was conducted with 21 preservice mathematics teachers.\"},{\"question\":\"What were the main findings about using manipulatives?\",\"answer\":\"Most preservice teachers could not use manipulatives effectively and appropriately, and some had difficulty connecting mathematical concepts, daily life, and manipulatives.\"}]","HOW DO PRESERVICE MATHEMATICS TEACHERS USE MANIPULATIVES TO TEACH MATHEMATICS? - Abstract - 21 Preservice Teachers Case Study | PDF",1792064772,33]