Affordances of a Novel Mathematical Manipulative: Teacher Perspectives on the Keyboard
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| Title: | Affordances of a Novel Mathematical Manipulative: Teacher Perspectives on the Keyboard |
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| Language: | English |
| Authors: | James Russo, Sarah Hopkins, Jane Hubbard, Anne Roche, Mathematics Education Research Group of Australasia (MERGA) |
| Source: | Mathematics Education Research Group of Australasia. 2025. |
| Availability: | Mathematics Education Research Group of Australasia. GPO Box 2747, Adelaide SA 5001, Australia. Tel: +61-8-8363-0288; Fax: +61-8-8362-9288; e-mail: sales@merga.net.au; Web site: http://www.merga.net.au/ |
| Peer Reviewed: | N |
| Page Count: | 8 |
| Publication Date: | 2025 |
| Document Type: | Speeches/Meeting Papers Reports - Research |
| Education Level: | Elementary Education Early Childhood Education Grade 2 Primary Education |
| Descriptors: | Affordances, Novelty (Stimulus Dimension), Manipulative Materials, Mathematics Instruction, Elementary School Mathematics, Elementary School Teachers, Teacher Attitudes, Grade 2, Learner Engagement, Number Concepts, Logical Thinking, Elementary School Students |
| Abstract: | This study explores two Year 2 teachers' perceptions of the affordances of a novel mathematical manipulative, the Keyboard, based on their observations of its use in the classroom. Analysis of the semi-structured interviews indicated that the Keyboard's linear structure, design features, and hands-on nature promoted flexible number strategies, relational reasoning, and student engagement. It was viewed as a valuable complement to other tools, with potential applications extending beyond its initial design. These findings contribute to research on the role of specific manipulatives in primary mathematics education and highlight implications for instructional practice. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | ED676454 |
| Database: | ERIC |
| Abstract: | This study explores two Year 2 teachers' perceptions of the affordances of a novel mathematical manipulative, the Keyboard, based on their observations of its use in the classroom. Analysis of the semi-structured interviews indicated that the Keyboard's linear structure, design features, and hands-on nature promoted flexible number strategies, relational reasoning, and student engagement. It was viewed as a valuable complement to other tools, with potential applications extending beyond its initial design. These findings contribute to research on the role of specific manipulatives in primary mathematics education and highlight implications for instructional practice. |
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