The Effects of Using Manipulatives on Students’ Learning in Problem Posing: The Instructors’ Perspectives

Problem-posing skills are becoming increasingly important for students to attain for success in mathematics as acquiring such skills aids in improving students' critical thinking ability and mathematical proficiency. A study was conducted at an elementary school in central Texas. Trained researchers administered research-based intervention activities to determine the effects of such strategies on 2 nd -5 th grade students' problem-posing and -solving skills. In the current study, two researchers who had been involved in the larger aforementioned quasi-experimental study interviewed researchers who had also assisted in conducting that study. They selected trained researchers from the previous study who used only manipulatives with the groups that they administered problem-posing intervention to students. These selected participant researchers, were interviewed to determine their perspectives of the students' experiences while using manipulatives during problem posing activities. The findings indicate that using manipulatives can be an effective instructional strategy when conducting problem-posing activities. Results show students' motivation improved, and their engagement and excitement increased during the learning process.