Making - Learning: Preservice Special Education Teachers Learning Mathematics through Designing Manipulatives
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| Title: | Making - Learning: Preservice Special Education Teachers Learning Mathematics through Designing Manipulatives |
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| Language: | English |
| Authors: | Joanne Caniglia, Michelle Meadows |
| Source: | International Journal for Technology in Mathematics Education. 2025 32(1):3-9. |
| Availability: | Research Information Ltd. Grenville Court, Britwell Road, Burnham, Buckinghamshire, SL1 8DF, UK. Tel: +44-1628-600499; Fax: +44-1628-600488; e-mail: info@researchinformation.co.uk; Web site: https://researchinformation.co.uk/tme-information/ |
| Peer Reviewed: | Y |
| Page Count: | 7 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Special Education Teachers, Mathematics Teachers, Mathematical Concepts, Concept Formation, Preservice Teachers, Teacher Education Programs, Student Evaluation, Instructional Materials, Grounded Theory, Teacher Developed Materials, Teacher Educators, Student Developed Materials |
| DOI: | 10.1564/tme_v32.1.01 |
| ISSN: | 1744-2710 2045-2519 |
| Abstract: | This study examined the potential of preservice special education teachers to design and create mathematical manipulatives to understand mathematical concepts. The authors sought to identify 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. Preservice special education teachers were asked to design and create manipulatives on the Cricut: base ten pieces, algebra tiles, geometric nets, and ten frames. The 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 preservice teachers created to evaluate preservice teachers' understanding of mathematical concepts. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1468156 |
| Database: | ERIC |
| Abstract: | This study examined the potential of preservice special education teachers to design and create mathematical manipulatives to understand mathematical concepts. The authors sought to identify 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. Preservice special education teachers were asked to design and create manipulatives on the Cricut: base ten pieces, algebra tiles, geometric nets, and ten frames. The 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 preservice teachers created to evaluate preservice teachers' understanding of mathematical concepts. |
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| ISSN: | 1744-2710 2045-2519 |
| DOI: | 10.1564/tme_v32.1.01 |
