[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-595564-105":59,"doc-detail-595564-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","teachers-beliefs-and-teaching-mathematics-with-manipulatives","Teachers’ Beliefs and Teaching Mathematics with Manipulatives","","This research project examines how four Grade 9 applied mathematics teachers’ instructional practices connect to their beliefs about using manipulatives, including perceived effects on students’ learning. Data were gathered through teacher questionnaires and observation field notes before and after training, where teachers practiced pilot lesson plans over more than 20 weeks. Results show growing desire to use manipulatives as the project progressed, with direct benefits especially for struggling students and broader impact through learning-facilitating engagement environments.",{"@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/teachers-beliefs-and-teaching-mathematics-with-manipulatives/595564/",{"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/teachers-beliefs-and-teaching-mathematics-with-manipulatives/595564.png","ImageObject",300,407,{"name":92,"@type":93},"Well Done","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-06","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":81},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What is the focus of the study on manipulatives in mathematics instruction?","Question",{"text":112,"@type":113},"The study focuses on how teachers’ instructional practices relate to their beliefs about using manipulatives and how those beliefs are connected to students’ learning and engagement.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How were the data collected in this research?",{"text":117,"@type":113},"Teacher questionnaires and observation field notes were used to collect data, including changes after teachers participated in training and practiced pilot lesson plans for more than 20 weeks.",{"name":119,"@type":110,"acceptedAnswer":120},"What effects did using manipulatives have on students’ learning?",{"text":121,"@type":113},"The use of manipulatives had some direct effect on students’ learning, particularly struggling students, and its major effect was creating a learning environment that supports engagement through multiple methods.","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},595564,1792647813,{"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":81,"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},5909892210082,"https://ap-avatar.wpscdn.com/avatar/56001069da27c9f41e8?x-image-process=image/resize,m_fixed,w_180,h_180&k=1789614185077863061","Teachers’Beliefs and  \nTeaching Mathematics with Manipulatives  \nNahid Golafshani  \nLaurentian University  \nAbstract  \nTo promote the implementation of manipulatives into mathematics instruction, this research project examined how the instructional practices of four Grade 9 applied mathematics teachers related to their beliefs about the use of manipulatives in teaching mathematics, its effects on students’ learning, and enabling and disabling factors. Teacher questionnaire and observation field notes were used to collect data concerning the teachers’beliefs and possible changes in their beliefs about the use of manipulatives after participating in training and practising their pilot lesson plans over the course of more than 20 weeks. The results have indicated that the teachers showed more desire to use manipulatives in their teaching as the project and the training were progressing. Teachers have also reported that the use of manipulatives had some direct effect on the students’ learning, in particular, on the struggling students; however, its major effect was on creating an environment that facilitated students’ learning through different methods of engagement.  \nKeywords: Mathematics, teaching, manipulatives, engagement.  \nCanadian Journal of Education / Revue canadienne de l’éducation 36:3 (2013)©2013 Canadian Society for the Study of Education/ Société canadienne pour l’étude de l’éducation  \n[www.cje-rce.ca](www.cje-rce.ca)  \nPrécis  \nAfin de promouvoir la mise en œuvre du matériel de manipulation dans l’enseignementdes mathématiques, ce projet de recherche a permis d’examiner les pratiques d’enseignement de quatre enseignants de mathématiques appliquées de 9e année, quant à leur usage du matériel de manipulation dans l’enseignement des mathématiques, et l’impact de ce matériel sur l’apprentissage des élèves. Deux instruments ont servi à la cueillette des données : le Questionnaire de l’enseignant et des notes d’observation sur le terrain. Ces méthodes ont été utilisées pour recueillir des données sur l’efficacité avec laquelle les enseignants incorporent le matériel de manipulation dans leurs pratiques d’enseignement, après avoir suivi une formation et pratiqué leurs plans de cours pilote pendant plus de vingt semaines, ainsi que sur l’effet qu’a l’utilisation du matériel de manipulation sur l’apprentissage de leurs élèves. Les résultats ont démontré que les enseignants ont été en mesure d’intégrer dans leurs plans de cours quotidiens le matériel de manipulation qu’ilsont utilisé en pratiquant la prestation d’enseignement des cours modèles. Les enseignantsont indiqué avoir utilisé plus de matériel de manipulation virtuel que de matériel physique, à la suite du projet. L’utilisation du matériel de manipulation dans les classes de mathématiques observées a eu des effets directs sur l’apprentissage des élèves, en particulier, sur les élèves en difficulté. Toutefois, son principal effet fut la création d’un environnement facilitant l’apprentissage des apprenants par le biais de différentes méthodes d’engagement. L’apprentissage des mathématiques s’est fait par voie de partage des connaissances entre les élèves.  \nCanadian Journal of Education / Revue canadienne de l’éducation 36:3 (2013) [www.cje-rce.ca](www.cje-rce.ca)  \nIntroduction  \nThe pedagogical context of this study is to promote effective learning through helpful teaching techniques using manipulatives in mathematics classrooms. Conventional professional development for teachers of mathematics is based on the idea that all students should build their own mathematical knowledge and acquire conceptual understanding. There has been an increasing interest in effective mathematics instructional strategies that allow,“all students to do, see, hear, and touch mathematics in a profound and meaningful way”(TIPS, 2004, p. 28) among educational agencies in Canadian government and in particular in the province of Ontario.  \nMathematics reformers and educators suggest that usin","cbCaipFxVzbbfBl7","https://ap.wps.com/l/cbCaipFxVzbbfBl7","pdf",295672,23,"English","# Abstract\n# Précis\n# Introduction\n# Background on Manipulatives","[{\"question\":\"What is the focus of the study on manipulatives in mathematics instruction?\",\"answer\":\"The study focuses on how teachers’ instructional practices relate to their beliefs about using manipulatives and how those beliefs are connected to students’ learning and engagement.\"},{\"question\":\"How were the data collected in this research?\",\"answer\":\"Teacher questionnaires and observation field notes were used to collect data, including changes after teachers participated in training and practiced pilot lesson plans for more than 20 weeks.\"},{\"question\":\"What effects did using manipulatives have on students’ learning?\",\"answer\":\"The use of manipulatives had some direct effect on students’ learning, particularly struggling students, and its major effect was creating a learning environment that supports engagement through multiple methods.\"}]","Teachers’ Beliefs and Teaching Mathematics with Manipulatives | PDF",1792081389,58]