Plan for Implementing Manipulative Teaching for Geometry Class

Plan for Implementing Manipulative Teaching for Geometry Class

Teaching involves imparting knowledge and skills to a learner by the teacher. Effective learning is believed to have taken place when the learner can comprehend the meaning of the ideas taught in class by the teacher. This requires that the teacher must apply appropriate skills and teaching methodologies that are easily recognizable to the learners to demystify the notion that some subjects are hard and abstract. For instance, to simplify the complex mathematical concepts and theories, teachers need to apply more practical approaches using manipulative approaches that draw essential skills from the cultural context (Willingham, 2017). Maths has a lot of application in the everyday lives of human beings. Consequently, virtually all have different representational systems and models that relate to various aspects of quantitative information. No doubt, utilizing the manipulative approaches to teaching multiple topics of mathematics makes the learning process more effective and understandable to learners by delivering the learning process in a more practical and simplified manner.

The following presentation seeks to discuss utilization of representation systems as artefacts for teaching geometry in mathematics in elementary classes. It will examine the process of the practical application of the chosen objects in realizing the teaching objectives, the challenges associated with this methodology of teaching and a concise conclusion on the key takeaways on manipulative teaching/learning.

Plan for Implementing Manipulative Teaching for Geometry Class

It is important to note that the success of any teaching methodology depends on the impression and impact that the teaching methodology will have on the learner. Most successful methods should be memorable, simple, visible and practical. One of the ways through which manipulative teaching can be implemented in mathematics classes is through the creation of a collage. This involves developing shapes and figures with angles that can be seen by learners practically as opposed to abstract reasoning in theory (Kortjass, 2019). The development of such objects and mounting them on the walls or presenting them during maths lesson as teaching aid would help in boosting understanding of the learners on the topic since through such initiatives the teacher shall present the facts more practically that the learner can grasp quickly. Willingham, (2017) posits that creating a collage provides a teacher with a better way of articulating his ideas and views as well as the opinions that might not have been highlighted by the teacher during the lesson thus making learning more exhaustive and appealing. Education psychologists like BF Skinner postulate that vision makes the learning process more memorable. Therefore, when collages are prepared and mounted on the walls and other conspicuous places in the classroom, then this would boost the memory of the learners. In developing the pictures, the teacher(s) will also create several avenues of teaching or disseminating a given idea to the learners since most diagrams have the different impression to the learners (observers) (Kortjass, 2019).

Again the successful plan for implementing the manipulative teaching process should cover the who? When? Where?, And how? Questions. The strategy is known to be the hallmark of any successful implementation of any course. In delivering quality educational support using artefacts, the first and the most critical question is who shall use the objects? This question needs to be answered by the teacher before proceeding to the learning phase. The artefacts to be used should be developed out of materials that the learners are well familiar with to allow ease of interaction. Again the teacher must also consider who shall be performing the mathematical thinking in the classrooms. Of course, the students think, and therefore, the artefacts should be simplified to meet the needs and understanding of the learners at their levels of reasoning. Thus, the objects should be designed in a way that they can invoke the learners to critically make discoveries engage in critical thinking and decision making in solving their maths problems (Boaler, 2016). The artefacts must be discussed beforehand by the teacher to create awareness to the learners on their use and significance. Again it is also imperative to have the objects stationed at places that are accessible by the learners to make the learning process effective. In this regard, it is recommended that the artefacts should be put in classrooms where learners can have extensive interaction with them (NCTM 2014). The methodology of teaching should commence from known to unknown. In other words, the success of utilizing these artefacts in teaching should follow a progressive mechanism whereby a simple concept is introduced to elicit an understanding of a relatively complex idea.

Benefits of incorporating teaching with manipulative in geometry

Utilizing the concept of manipulative concepts in education makes the learning process more practical and very engaging. It makes the learners participate effectively in the learning process. It gives the teacher an opportunity to carry out an instant assessment on the level of effectiveness of the learning process since all learners are engaged in such kind of lessons. It has been established that through the use of teaching methodologies in which teachers use artefacts learners are woken up, and a lot of intrapersonal dialogue/monologue is elicited that sharpens personal reasoning and individual decision making. Therefore, it is justified as one of the practical teaching methodologies that promote realization of the teaching/learning objective: to develop competent individuals with the capacity to make rational decisions. Manipulative learning also enhances the innovativeness of the learners through the utilization of physical artefacts that make the entire learning process more practical. Besides, since most of the objects used in delivering this method of learning have strong socio-cultural correlation as well as historical significance, learners can develop a better understanding of social problems and relate math to solving their daily challenges (Ramsay-Jordan, 2017).

Again teaching through the use of artefacts makes learning fun and enjoyable.  As more and more materials are gathered to come up with objects, the documents also collect as many information as they are. This makes learning to take up different dimensions. More importantly, teaching using artefacts gives learning a more practical approach which is more appealing to the learners (Ramsay-Jordan, 2017). Additionally, it also helps in removing the notion and mentality that maths is complicated.

Consequently, this approach motivates learners to be active as they are made to believe in their abilities. It also encompasses integrated learning that borrows from different aspects of life and thus enhances understanding and application of the concepts taught in class in their real-life situations.  It is also important to note that the fact that the artefacts are tangible and can be seen physically by the learners makes the learning process to be more meaningful and consequently elicits positive reactions in a way that no abstract theory would. Artefacts motivate the learners from the fact that the learners can see and touch them, thereby making them more empowered and motivated.

The Artefacts and Personal/Professional Development

The primary goal of a teacher is to achieve excellence through the delivery of quality educational content using different teaching methodologies. As a person, my goals in teaching have been to become a successful teacher who is not only creative but also contingent on the situation at hand. In utilizing the artefacts in delivering my lessons, both goals are achieved since the objects help in successful teaching of different concepts. Since the success of a teacher is intertwined on the success of the learner, it is pragmatic that when a methodology used can yield a strong understanding of the learner than to the extent the teacher is equally successful.

Additionally, employing this approach in teaching beats the boredom of dictation. It thus represents a new creation that is more effective. It will also help me in realizing my professional goals like being inspirational to the learners by transforming their mindset from negativity to positivity. Given the socio-cultural appeal and the practicality of the approach, this goal shall be achieved (NCTM 2014).

The utilization of artefacts in teaching mathematics also resonates well with Danielson’s framework of effective teaching. First, as envisaged in the context, a successful teacher needs to demonstrate knowledge and understanding of the content to be taught as well as the understanding of the learners. The manipulative approach to teaching is a demonstration of the practical understanding of the abstractions in the coursebook. Being able to utilize the information in the textbooks to develop a realistic replica is in itself the best level of understanding (Pournara, Hodgen, Adler, & Pillay 2015). Additionally, since the artefacts should be designed with the person to use them in mind, the approach also recognizes the need to have an understanding of the learners and their needs.

Challenges of Using Artefacts in Teaching

Though artefacts have several positive implications in delivering successful educational services, it is imperative to underscore that objects have cultural connotation and thus lack universality. One set of objects that may be applicable in a given culture may not have the same magnitude of impact in another culture due to cultural variations. Therefore it implies that a teacher using artefacts in delivering his/her points will have to modify his objects every time he/she moves to a different cultural environment (Karp, Bush, & Dougherty2014). Secondly, objects are time-consuming and require resources to construct. Even though the materials can be developed from locally available resources, they consume a lot of time to prepare.

Conclusion

The integrated learning approach is quite effective in teaching students since it incorporates real-life issue into the teaching/learning process, thereby making the learning more appealing and enjoyable. Furthermore, it promotes creative and critical reasoning among learners, thus enhancing the realization of educational goals. The teaching methodology also resonates well with Danielson’s assertions of the practical educational framework. However, the system has some weaknesses like lack of universal applicability due to cultural variation among different societies and communities.