An Investigation of the Appropriate and Effective use of Concrete Materials or Manipulatives to Enhance Mathematical Understandings and Skills in Fractions and Time for Middle Primary Children with Learning Difficulties in the Regular Classroom

Abstract

This dissertation consists of an investigation of the theoretical perspectives, research findings, teaching materials and practices relating to the development of mathematical understandings and skills in Time and Fractions for junior primary children, specifically Year 3, with learning difficulties who remain in the regular classroom situation. As a result of this investigation an attempt was made to design improved concrete materials or manipulatives for use in the teaching of Time and Fractions and to devise recommendations for their appropriate use. The practical outcome achieved with these materials in one Year 3 class is also reported.