Use of mathematical manipulatives and development of number sense in first grade primary-students

Abstract

Different studies consider the possibilities of the use of manipulatives for mathematics teaching. It is with this in mind that this papers analyses whether the utilisation of manipulatives fosters development of the number sense in first grade Primary School students of a public Early Years and Primary Education school in the region of Córdoba (Spain). In order to detect the possible differences between the students using them and those who do not, quantitative data was collected from a test at the end of the school year. Such test is known as TEMA-3 (test of early mathematics ability). The test looks into two aspects of mathematics: one, based on formal mathematics; the other, on informal mathematics. However, no significant statistical differences were found associated with the utilisation of manipulatives.