Evidence for Learning: Putting evidence to work in STEM: manipulatives and representations

Putting evidence to work in STEM: manipulatives and representations

Drawing on the best available evidence on using manipulatives and representations in maths and science teaching.
Author
Michael Rosenbrock
Michael Rosenbrock
Content Specialist – leadership and STEM

Manipulatives and representations are important tools that maths and science teachers can use to support students to build their understanding. 

As part of E4L’s ​‘Putting evidence to work in STEM’ series, this article draws on the best available evidence to support curriculum leaders and teachers of maths and science to effectively plan to use manipulatives and representations. 

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Using manipulatives and representations in STEM

There are many concepts in mathematics and science – such as the multiplication of fractions or the behaviour of subatomic particles in the atom – that require either abstract understanding, or relate to a scale or context that is beyond our experience of reality. To address this, teachers frequently use manipulatives and representations to support students to build understanding. Planning to do so effectively can have a positive impact on student learning.

Continue reading the article in ACER Teacher Magazine

Access E4L’s guidance for educators on STEM in schools, drawing on the Teaching & Learning Toolkit, Guidance Reports, and more.

Read other articles from the Putting evidence to work in STEM series.