Exploring the Material-to-Abstract Transition in Mathematical Thinking to Increase the Performance in Math for Selected Fifth Grader Pupils

Abstract

NTRODUCTION

The acquisition of mathematical thinking has its foundations in mastering real world concepts in early childhood. A lack of mastery with objects in the environment through the use of manipulatives can hinder the abstract thinking necessary for higher level concepts. Students need hands-on ways to interact with Math. Building on the learning theory of Piaget and Bruner, children can remember, for short periods of time, information taught through books and lectures, deep understanding, and that the ability to apply learning to new situations requires conceptual understanding grounded in direct experience with concrete objects. This study is made to offer students a real, hands-on way to explore a mathematical concept and build their own meaning. Experiences with hands-on learning can provide students with powerful learning in Mathematics.

METHODS

A Quasi-Experimental method was used in this study. Through the use of the Montessori approach in teaching Mathematics, the researchers used manipulative tools/objects to increase learning performance. A pretest posttest design was used to the target population of the Grade 5 pupils of Aguado Elementary School Annex. The pupils were given a standardized pretest using traditional teaching methods. After the test, the researchers collected data to determine the pupils who will need remediation using manipulative tools in Math. After using the tools, the researchers gave a standardized posttest to determine the effectiveness of using the manipulative materials to those who underwent remediation class

RESULTS

Almost all the pupils who underwent the remediation using manipulative materials increased their performance in Mathematics. It is based on the result of the mean and SD of the LOA. The finding of a significant difference between the pretest and posttest favors those exposed to the manipulative materials/tools. In the pretest, 16 pupils were on the poor performance level. After exposing them to the manipulative materials used in their remediation class, their performance in the posttest had increased. The LOA in Math for the Third Quarter also increased. It is evident in the Mean and SD.

DISCUSSIONS

The results of the study uphold the assertion that manipulative materials/tools offer important opportunities for students to link hands-on experience to understanding of Mathematical concepts. The hands-on activities might as well have encouraged and enabled all learners with different characteristics and abilities to benefit greatly from a variety of learning experiences provided by the approach. The researcher encouraged the teachers to develop and utilize manipulative materials in teaching especially in the subject of Mathematics. The involvement of the pupils and their ability to make discoveries will help them to improve and gain life-long learning. As Confucius said, "I hear and I forget. I see and I remember. I do and I understand."