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

Abstract

INTRODUCTION

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 that is grounded in direct experience with concrete objects.

METHODS

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

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 during their remediation class, their performance in the posttest had increased. The LOA in Math for the Third Quarter also increased. It is in the evident of 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 experiences to understanding of mathematical concepts. The hands-on activities might as well have encouraged and enabled learners with different characteristics and abilities to benefit greatly from a variety of learning experiences provided by the approach. We, as a teachers need to develop and utilize manipulative materials in teaching, especially in the subject of Mathematics.