Literature_Review.docx C225 C225: Task 2 Literature_Review A. An education-related res

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Literature_Review.docx C225 C225: Task 2 Literature_Review A. An education-related research topic that interests me is how the use of manipulatives can improve a students understanding of mathemat... ical concepts. I am interested in this topic because I am currently a self-contained third grade teacher and have been provided with ample amounts of math manipulatives to integrate into my classroom. I have little confidence on using the math manipulatives appropriately to get my students to understand the content being taught. With such a large number of manipulatives I became overwhelmed with all of the options and only use a select few. Since this is only my second-year teaching third-grade math and I dont have much knowledge on teaching mathematical concepts or how to use the manipulatives effectively I would like to research how the use of math manipulatives can enhance students understanding of mathematical concepts. 1. There is a significant problem with students understanding mathematical concepts. Students tend to rate math as the hardest subject because they struggle with a solid understanding of the concepts even with the use of manipulatives (Sahin, Meltem, Oya, & Erdal, 2014). Furman, C.E. (2017) explains that it doesnt matter if manipulatives are used to learn mathematical concepts, it is more important and student learning is justified on how the manipulatives are getting used that benefit their understanding. This can negatively impact the students ability to be successful whe. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . .. .. . . . . . . . . . . . . . . . . . .. . . . . [Show More]

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