The Impact of Math Manipulatives as a Multi-Sensory Teaching Technique in Statistics

Danri Delport (1)
(1) Central University of Technology, CUT, South Africa

Abstract

Many students in social sciences have negative attitudes towards statistics courses, which are often excessively rigid, abstract, and employing teaching approaches that take much of the fun out of learning.  A great deal of research has shown that the human brain learns and performs better in situations where information is integrated across several sensory modalities.  Research also shows how multisensory teaching approaches are valuable in the learning of language and literacy, as well as for children with learning disabilities like dyslexia. Furthermore, many research studies have pointed out how math manipulatives contribute to students’ experiences by providing them with hands-on and concrete learning experiences.  Currently, there seems to be a lack of research that incorporates math manipulatives as a multisensory teaching technique in introductory statistics courses.  The purpose of this research is to investigate whether the use of math manipulatives as a multisensory teaching technique has an impact on students' academic performance in Statistics II at a South African university.  A non-equivalent pretest posttest design was employed to see if the posttest performance of students exposed to the multisensory teaching strategy (in Statistics II) differed from that of students who received traditional instruction (in Business Statistics).  The results of the study showed that students who were exposed to the multisensory teaching technique using math manipulatives achieved higher scores in Statistics II (µ = 70.18) than the students who were taught through traditional instruction (µ  = 56.56).  The study has significant implications on education, specifically for introductory statistics and probability.

Full text article

Generated from XML file

References

Ball, D.L. (1992). Magical hopes: Manipulatives and the reform of math education. American Educator: the professional journal of the American Federation of Teachers, 16(2), 14–18.

Berg, D. and Knop, F.N. (2008, February, 17-18). Making math real: Connecting research to practice–A comprehensive multisensory structured methodology in mathematics K-12. [Paper presentation]. Learning and Brain Conference, San Francisco. http://doi.org/10.

Boggan, M., Harper, S. and Whitmire, A. (2010). Using Manipulatives to Teach Elementary Mathematics. Journal of Instructional Pedagogies, 3, 1–6.

Bruner, J. (1973). Beyond the information given. New York: W.W. Norton and Company.

Campbell, L., Campbell, C., and Dickinson, D. (1999). Teaching and Learning Through the Multiple Intelligences (2nd ed.). Needham Heights: Allyn and Bacon.

Carbonneau, K.J. and Marley, S.C. (2012). Activityâ€based learning strategies. The international guide to student achievement. In The International Handbook of Student Achievement, edited by J.A.C. Hattie and E.M. Anderman. New York, NY: Routledge.

Carbonneau, K.J., Marley, S.C. and Selig, J.P. (2013). A meta-analysis of the efficacy of teaching mathematics with concrete manipulatives. Journal of Educational Psychology, 105(2), 380-400.

Celik Korkmaz, S. and Karatepe, C. (2018). The Impact of Multi-Sensory Language Teaching on Young English Learners' Achievement in Reading Skills. Research on Youth and Language, 12(2), 80-95.

Dalton, E.M., Mckenzie, J.A. and Kahonde, C. (2012). The implementation of inclusive education in South Africa: Reflections arising from a workshop for teachers and therapists to introduce Universal Design for Learning. African Journal of Disability, 1(1). http://www.ajod.org doi:10.4102/ajod.v1i1.13

Douglas, O., Burton, K.S. and Reese-Durham, N. (2008). The effects of the multiple intelligence teaching strategy on the academic achievement of eighth grade math students. Journal of instructional psychology, 35(2), 182–187.

Driscoll, M. J. (1980). Research Within Reach: Elementary School Mathematics. Reston, VA: National Council of Teachers of Mathematics.

Ewy, C.A. (2003). Teaching with visual frameworks: Focused learning and achievement through instructional graphics co-created by students and teachers. Thousands Oaks, US: SAGE.

Fernandez, G.A., Ocampo, R.A., Constantino, A.R. and Dop, N.S. (2019). Application of didactic strategies as multisensory teaching tools in organic chemistry practices for students with visual disabilities. Journal of Chemical Education, 96(4), 691-696.

Furner, J. M., & Worrell, N. L. (2017). The importance of using manipulatives in teaching math today. Transformations, 3(1), Article 2.

Garfield, J. and Ahlgren, A. (1988). Difficulties in learning basic concepts in probability and statistics: Implications for research. Journal for research in Mathematics Education, 19(1), 44–63.

Greabell, L.C. (1978). The effect of stimuli input on the acquisition of introductory geometric concepts by elementary school children. School Science and Mathematics, 78(4), 320–326.

Hoerr, T. (2002). Applying MI in schools. New horizons for learning. Available from: http://www.newhorizons.org/strategies/mi/hoerr2.htm.

Hogg, R.V. (1991). Statistical education: Improvements are badly needed. The American Statistician, 45(4), 342–343.

Jones, F., Jones, J. and Jones, J. (2000). Tools for Teaching. Hong Kong: Fredric H. Jones and Associates.

Joshi, R.M., Dahlgren, M. and Boulware-Gooden, R. (2002). Teaching reading in an inner city school through a multisensory teaching approach. Annals of Dyslexia, 52(1), 229–242.

Jubran, S. (2012). Using multi-sensory approach for teaching English skills and its effect on students’ achievement at Jordanian schools. European Scientific Journal, 8(22), 50–61.

Kamii, C. and Rummelsburg, J. (2008). Arithmetic for First Graders Lacking Number Concepts. Teaching Children Mathematics, 14(7), 389–394.

Kast, M., Meyer, M., Vögeli, C., Gross, M. and Jäncke, L. (2007). Computer-based multisensory learning in children with developmental dyslexia. Restorative Neurology and Neuroscience, 25(3–4), 355-369.

Katai, Z. and Toth, L. (2010). Technologically and artistically enhanced multi-sensory computer-programming education. Teaching and teacher education, 26(2), 244–251.

Kennedy, L.M. and Tipps, S. (1994). Guiding children’s learning of mathematics, 7th ed. Belmont, CA: Wadsworth.

Kranzler, J.H. (2017). Statistics for the terrified. 6th ed. London: Rowman & Littlefield.

Kritsonis, W. (1997). National learning-styles studies impact classroom pedagogy. National Forum of Applied Educational Research Journal, 11(1), 1–3.

Leedy, P.D. and Ormrod, J.E. (2001). Practical research: Planning and design. New Jersey: Prentice-Hall.

Liggett, R.S. (2017). The Impact of Use of Manipulatives on the Math Scores of Grade 2 Students. Brock Education: A Journal of Educational Research and Practice, 26(2), 87-101.

Ma, X., Karkelanova, A. and Rayens, W. (2018, July). The effects of virtual manipulatives on statistics achievement of undergraduate students [Paper presentation]. In Looking back, looking forward. Proceedings of the tenth International Conference on Teaching Statistics (Kyoto, Japan). Voorburg, The Netherlands (pp.196-201). International Statistical Institute.

McMillan, J.H. and Schumacher, S. (2006). Research in Education: Evidence-Based Inquiry. 6th ed. Boston: Pearson.

Montessori, M. (1912). The Montessori Method. New York: Cambridge Press.

Montessori, M. (1912). The Montessori Method. New York: Cambridge Press.

Morgan, K. 2019. Multisensory teaching: Crossing into a new discipline. Palaestra, 33(1), 46-51.

Moyer, P.S. (2001). Are we having fun yet? How teachers use manipulatives to teach mathematics. Educational Studies in mathematics, 47(2), 175–197.

Obaid, M.A.S. (2013). The impact of using multi-sensory approach for teaching students with learning disabilities. Journal of International Education Research (JIER), 9(1), 75–82.

Onwuegbuzie, A.J. and Wilson, V.A. (2003). Statistics Anxiety: Nature, etiology, antecedents, effects, and treatments - a comprehensive review of the literature. Teaching in higher education, 8(2), 195–209.

Pham, S. (2015). Teachers’ perceptions on the use of math manipulatives in elementary classrooms. University of Toronto.

Parham, J.L. (1983). A meta-analysis of the use of manipulative materials and student achievement in elementary school mathematics. Dissertation Abstracts International, 44A(96), 1–63.

Pavlidou, E.V. and Bogearts, L. (2019). Implicit statistical learning across modalities and its relationship with reading in childhood. Frontiers in Psychology, 10, Article1834.

Piaget, J. (1952). The Child’s Conception of number. New York: Humanities Press.

Prayoga, T. & Abraham, J. (2017). A psychological model explaining why we love or hate statistics. Kasetsart Journal of Social Sciences, 38(1), 1-8.

Rains, J.R., Kelly, C.A. and Durham, R.L. (2008). The evolution of the importance of multi-sensory teaching techniques in elementary mathematics: Theory and practice. Journal of Theory and Practice in Education (JTPE), 4(2), 239–252.

Ramsey, J.B. (1999, August). Why do students find statistics so difficult? [Paper presented]. Proceedings of the 52nd session of the International Statistical Institute. Helsinki, Finland.

Raphael, D., and Wahlstrom, M. (1989). The influence of instructional aids on mathematics achievement. Journal for Research in Mathematics Education, 20(2), 173–190.

Salkind, N.J. (2003). Exploring Research. 5th ed. New Jersey: Prentice Hall.

Sarama, J. and Clements, D.H. (2009). “Concrete†computer manipulatives in mathematics education. Child Development Perspectives, 3(3), 145–150.

Saswandi, T. (2014). Teaching style and students' interest in learning English. Research Journal of Jambi University: Humanities Series, 17(1), 43487.

Saunders, M., Lewis, P. and Thornhill, A. (2003). Research methods for business students. 3rd ed. London: Prentice Hall.

Shams, L. and Seitz, A.R., (2008). Benefits of multisensory learning. Trends in cognitive sciences, 12(11), 411–417.

Skoning, S. (2010). Dancing the curriculum. Kappa Delta Pi Record, 46(4), 170–174.

Sowell, E.J. (1989). Effects of manipulative materials in mathematics instruction. Journal for research in mathematics education, 20(5), 498–505.

Stein, D. (2009). Bulletin board basics. The Journal of Continuing Education in Nursing, 40(10), 440-441.

Stoffers, M. (2011). Using a multi-sensory teaching approach to impact learning and community in a second grade classroom. (Master's thesis, Rowan University). New Jersey, United States.http://dspace.rowan.edu/bitstream/handle/10927/187/stoffersm-t.pdf?sequence=1.

Suryaratri, R.D., Prayitno, E.H. and Wuryani, W. (2019). The implementation of multi-sensory learning at elementary schools in Jakarta. Journal of Early Childhood Education, 13(1), 100-113.

Suydam, M.N. (1985). Research on instructional materials for mathematics. Columbus, OH: ERIC Clearinghouse for Science, Mathematics and Environmental Education.

Suydam, M.N. and Higgins, J.L. (1977). Activity-Based Learning in Elementary School Mathematics: Recommendations from Research. Columbus, OH: ERIC/SMEE.

Syaputri, D. (2019). The effect of multisensory teaching method on the students’ reading achievement. Budapest International Research and Critics in Linguistics and Education, 2(1), 124-131.

Taljaard, J. (2016). A Review of Multi-Sensory Technologies in a Science, Technology, Engineering, Arts and Mathematics (STEAM) Classroom. Journal of learning Design, 9(2), 46-55.

Thornton, C.A., Jones, G.A. and Toohey, M.A. (1983). A multisensory approach to thinking strategies for remedial instruction in basic addition facts. Journal for Research in Mathematics Education, 14(3), 198–203.

Touchton, M. (2015). Flipping the classroom and student performance in advanced statistics: Evidence from a quasi-experiment. Journal of Political Science Education, 1(1), 28-44.

Tremblay, P.F., Gardner, R.C. and Heipel, G. (2000). A model of the relationships among measures of affect, aptitude, and performance in introductory statistics. Canadian Journal of Behavioural Science, 32(1), 40–48.

Turner, R. (2018). Multisensory Learning and the Testing Effect on Foreign Language Acquisition (Doctoral dissertation, Texas A&M). University-Central Texas.

Vang, M. (2017). Math Gains in Early Elementary Grades Using Traditional and Montessori Math Manipulatives (Master’s Thesis, Wisconsin). University of Wisconsin.

Willet, J.B. and Singer, J.D. (1992). “Providing a statistical model: Teaching applied statistics using real-world data.†In Statistics for the Twenty-first Century, edited by E. Gordon, and S. Gordon, pp. 83–98. Washington, DC: Mathematical Association of America.

Wilson, S.G. (2013). The flipped class: A method to address the challenges of an undergraduate statistics course. Teaching of Psychology, 40(3), 193-199.

Yunus, S.R., Tawil, M., Muhiddin, N.H., Muhiddin, S.M.A. and Alim, M.H. (2021). Describing Representation Ability of Prospective Science Teacher Based on Learning Style. In Journal of Physics: Conference Series 1899 (1):012141. IOP Publishing.

Authors

Danri Delport
ddelport@cut.ac.za (Primary Contact)
Author Biography

Danri Delport, Central University of Technology, CUT

Senior Lecturer

School of Mathematics and Physical Sciences

Faculty of Engineering, Built Environment and Information Technology,

Central University of Technology, CUT

South Africa

Delport, D. (2021). The Impact of Math Manipulatives as a Multi-Sensory Teaching Technique in Statistics. MUST: Journal of Mathematics Education, Science and Technology, 6(2), 186–206. https://doi.org/10.30651/must.v6i2.10168

Article Details

Similar Articles

1 2 3 > >> 

You may also start an advanced similarity search for this article.