The Effect of Manipulative Use on the Conceptual Knowledge of Third Graders
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2019-05
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Masters of Education
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Abstract
The purpose of this study was to determine if third grade students would achieve higher on area conceptual knowledge assessment after taking part in manipulative use interventions. The measurement tool was a ten-question assessment drafted from the Anne Arundel County Public School Quarter 3-unit assessment. This study involved use of a pretest- posttest design to measure the data collected from the participants scores. Achievement gains were higher in both groups that was measured after the interventions. Research in this area should continue. The participants showed appreciation for using color-tiles and geoboards to learn math concepts. Research and data from this show an increase on student assessments and knowledge.