A Study in the Use of Maniplatives to Teach Topics in Differential and Integral Calculus

Abstract

The use of mathematics manipulatives for the elementary grades is well-studied, but little research exists on their value for teaching calculus students. This project studied the role of physical manipulatives on student learning in two high school calculus classes. It explored the effect of two lessons taught with manipulatives, and compared two lessons on the same topic, one taught in the traditional way and the other incorporating the use of manipulatives. In evaluating the teaching method and process for the four lessons, quantitative measures involved statistical testing of mean pretest and posttest scores. Qualitative factors considered student feedback on a questionnaire, and the evaluation of the experience by the instructor. Overall, this research found that physical manipulatives improved student understanding and the students reported a positive experience with the visual and hands-on approach of the research study lessons. It is suggested that manipulatives be included among other good teaching practices in calculus, especially in classes taught at the regular and honors level.