Using Manipulatives to Support Mathematical Concept Understanding and Skill Improvement in Sixth Grade Students

Abstract

This action research report investigates the question of whether the targeted use of manipulatives with small groups of sixth grade students, who are struggling with math, will improve their skill and understanding. A second point of study is whether the intervention will be most effective with girls or boys. The study took place at a private elementary school with sixth grade students from two single-gender math classes. The groups were given a pretest at the start of the study, followed by four 20-25 minute targeted manipulative concept support sessions, a post test, and a survey to complete about their experience. The tests were scored and evaluated by comparing group test score means by gender groups and a means comparison of pretest and post test scores. The girls’ group scored consistently better on the tests than the boys’ group, though all of the students improved from their pretest scores to post test scores. Because there was no control group, the students were drawn from a convenience sample of students struggling in math, and the number of students in the study were small (11 total), the results of this study are not transferable to other populations. Small numbers in the study also make any statistical analyses results suspect. However, this study appears to have been effective in supporting the learning needs of a specific population. The girls in the study expressed that being in a single gender group was beneficial to their experience. The boys indicated working in an all male group was helpful, but working with students who were focused and supportive would be more important than gender.