Supporting Struggling Math Learners through Manipulatives and Diagnostic Interviews

Mackenzie N. Geesaman

Introduction Results Discussion and Conclusions

Supporting struggling learners in math through diagnostic interviews and The results indicate that students benefited from instruction in the use of
manipulatives is an important topic with respect to education because more and unifix cube manipulatives. Student test scores improved drastically after unifix
more students are beginning to struggle in math especially within the past two Common Themes (Advice) for Teaching Math cube manipulative instruction in both lesson 1 and lesson 2. Student test scores
years due to virtual learning instruction. If students continue to fall behind and Concepts with Manipulatives in the Classroom were higher in lesson 2 as compared to lesson 1 further indicating that students
educators do not intervene with evidenced-based strategies, our students will suffer - Use manipulatives as a resource in the
benefitted from this instruction. Furthermore, my instruction using unifix
in math for years to come. classroom to give students a concrete
cube manipulatives improved in the following areas:
With this knowledge in mind, my research study set out to ask two questions: representation of complex mathematical
1) Explicitly modeling how to use the manipulatives
processes
- Explicitly model how to use the manipulatives 2) Engaging in guided practice with the students using the manipulatives
1.) How do I get better at using diagnostic interviews to understand students’ 3) Providing time for students to explore the manipulatives independently
thinking about math concepts? and provide adequate time for guided practice
and independent practice
- Provide students with a variety of opportunities
2.) How do I get better at teaching math concepts to struggling students using
to explore with the manipulatives
manipulatives? Selected References

Horan, E., & Carr, M. (2018). How much guidance do students need? An
intervention study on kindergarten mathematics with manipulatives.
International Journal of Educational Psychology, 7(3), 286-316.
Methods Moyer, P. S., & Milewicz, E. (2002). Learning to question: Categories of
questioning used by preservice teachers during diagnostic mathematics
The participants of this study consisted of three 1st grade students at Jonestown interviews. Journal of Mathematics Teacher Education, 5, 293-315.
Elementary School.

First, students took a timed addition test in class. Second, I analyzed the student’s
test scores. I conducted one on one diagnostic interviews to determine any
misconceptions students had when adding two one-digit numbers. The interviews Acknowledgments
helped me decide that students would benefit from manipulative instruction.
Third, I modeled a 20-minute lesson to students using unifix cube manipulatives Special thanks to Dr. Ann Berger-Knorr, Associate Professor of Education, for
incorporating direct instruction, guided practice, and independent practice. I her guidance, as well as the many teachers who provided their valuable input
videotaped myself teaching the lesson to see how I provided instruction using the and advice for this research study. I would also like to thank my cooperating
manipulatives. Fifth, following my instruction, students retook the same timed teacher for allowing me to work with her students and for having confidence in
addition test with the questions in a different order using the unifix cube my research.
manipulatives. Sixth, the following week, I repeated steps three, four, and five.
Last, I analyzed student test scores from test 1 and test 2, looking for improvement.
I also analyzed my teaching performance across the two videotape recordings.