Reflection on the Effects of Concrete Mathematics Manipulatives on Student Engagement and Problem Solving in Three Secondary Schools in Trinidad and Tobago

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dc.contributor.authorRoberts, Jozette
dc.contributor.authorPhipps, Sasha
dc.contributor.authorSubeeksingh, Diandra
dc.contributor.authorJaggernauth, Sharon Jacqueline
dc.contributor.authorRamsawak-Jodha, Nalini
dc.contributor.authorDedovets, Zhanna
dc.date.accessioned2021-01-14T15:41:09Z
dc.date.available2021-01-14T15:41:09Z
dc.date.issued2020
dc.description.abstractThis paper reports and reflects on three studies that explored changes in students’ engagement in learning mathematics, and their ability to solve mathematics problems in three secondary schools in Trinidad and Tobago. Concrete manipulatives were integrated into mathematics instruction over 4 weeks in Trigonometry at two sites, and Set Theory at one site. The individual studies employed multi-method quasi-experimental, single-group action research designs. Student and teacher journals, observation checklists and notes were analysed using thematic analysis to identify themes related to student engagement. T-tests were computed to determine whether students perceived that engagement changed over their exposure to the intervention. Students’ ability to solve mathematics problems was investigated via t-tests to determine whether their pre- and post-intervention achievement scores differed significantly, as well as qualitative analysis of their solutions to mathematics problems in the respective units. There was observable evidence of improvement in engagement, in learning, and problem-solving ability at the three sites. The findings across research sites suggested that students responded favourably to the integration of manipulatives into instruction. Reflections on these findings suggest that though they are specific to the three schools, they are consistent with research outcomes in research literature and support the integration of manipulatives into mathematics instruction to improve student engagement in learning and mathematics problem solving.en_US
dc.identifier.citationCaribbean Curriculum Special Action Issue Vol 27 2020en_US
dc.identifier.issn2412-558X
dc.identifier.urihttps://hdl.handle.net/2139/49436
dc.language.isoenen_US
dc.publisherSchool of Education, UWIen_US
dc.subjectConcrete Manipulatives; Mathematics Instruction; Student Engagement; Problem Solving; Action Researchen_US
dc.titleReflection on the Effects of Concrete Mathematics Manipulatives on Student Engagement and Problem Solving in Three Secondary Schools in Trinidad and Tobagoen_US
dc.typeArticleen_US

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