Making = Learning: Preservice Special Education Teachers Learning Mathematics Through Designing Manipulatives.

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Bibliographic Details
Title:	Making = Learning: Preservice Special Education Teachers Learning Mathematics Through Designing Manipulatives.
Authors:	Caniglia, Joanne¹ icanigll@kent.edu, Meadowsz, Michelle² meadowsml@tiffin.edu
Source:	International Journal for Technology in Mathematics Education. Mar2025, Vol. 32 Issue 1, p3-9. 7p.
Subject Terms:	Special education teachers, Mathematics education, Student teachers, Data analysis, *Classroom environment
Abstract:	This study examined the potential of preservice special education teachers to design and create niathematical manipulatives to understand mathematical concepts. The authors sought to identfy if the creation of manipulatives using a Cricut cutter would help preservice special education teachers understand the role of manipulatives in the classroom for all students. Preserrice special education teachers were asked to design and create manipulatives on the Cricut : base ten pieces, algebra tiles, geometric nets, and ten frames. Tile authors used the Constant Comparison method to analyze data from 22 pre-service special education students from a large midwestern university in the United States. Preservice special education teachers expressed a new understanding of mathematics throughout their design process and saw the potential for using the manipulatives in their classrooms. Teacher educators used the designs that presenice teachers created to evaluate preservice teachers ' understanding ofmathematical concepts. [ABSTRACT FROM AUTHOR]
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Database:	Education Research Complete

Description
Abstract:	This study examined the potential of preservice special education teachers to design and create niathematical manipulatives to understand mathematical concepts. The authors sought to identfy if the creation of manipulatives using a Cricut cutter would help preservice special education teachers understand the role of manipulatives in the classroom for all students. Preserrice special education teachers were asked to design and create manipulatives on the Cricut : base ten pieces, algebra tiles, geometric nets, and ten frames. Tile authors used the Constant Comparison method to analyze data from 22 pre-service special education students from a large midwestern university in the United States. Preservice special education teachers expressed a new understanding of mathematics throughout their design process and saw the potential for using the manipulatives in their classrooms. Teacher educators used the designs that presenice teachers created to evaluate preservice teachers ' understanding ofmathematical concepts. [ABSTRACT FROM AUTHOR]
ISSN:	17442710
DOI:	10.1564/tme_v32.1.01