: Using Manipulatives in KS1 Mathematics A small school perspective of how manipulatives can significantly enhance mathematical understanding.
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Using Manipulatives in KS1 Mathematics
A small school perspective of how manipulatives can significantly enhance mathematical understanding.
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by Cornwall Research School
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John Rodgers
Director of Cornwall Research School
John Rodgers has been a teacher for 24 years, the last 19 in Cornwall. As well as the Director of Cornwall Research School he is the Assistant Principal at Mounts Bay Academy, Penzance.
In a small school setting, particularly one with mixed-age classes, teaching mathematics effectively can be both a challenge and an opportunity. Mixed-age classrooms often include children at different stages of mathematical development, requiring teachers to provide personalized support while managing a diverse range of needs. One powerful strategy to bridge these gaps is the use of manipulatives — physical objects that help children visualise and explore mathematical concepts.
Manipulatives such as counters, number rods, ten frames, and base-ten blocks provide a hands-on way for children to grasp abstract mathematical ideas. In the EEF Guidance Report, “Improving Mathematics in the Early Years and KS1” recommendation 3 states “Use manipulatives and representations to develop understanding”.
The guidance says,
Manipulatives and representations can be powerful tools for supporting young children to engage with mathematical ideas.
Ensure that children understand the links between the manipulatives and the mathematical ideas they represent.
Ensure that there is a clear rationale for using a particular manipulative or representation to teach a specific mathematical concept.
Encourage children to represent problems in their own way, for example with drawings and marks.
Use manipulatives and representations to encourage discussion about mathematics.
Encourage children to use their fingers — an important manipulative for children.
Manipulatives can significantly enhance mathematical understanding when used purposefully and consistently linked to the concepts being taught.
Managing Mixed-Age Classrooms with Manipulatives
In small schools where children of different ages and abilities learn together, manipulatives serve as a crucial tool to differentiate instruction. Here are some suggestions as to how they can be effectively integrated:
1. Use Open-Ended Resources
Select manipulatives that can be adapted for various levels. For example, a set of Cuisenaire rods can support Reception students in understanding number relationships while also helping Year 2 pupils with early multiplication concepts.
2. Encourage Peer Learning
Mixed-age groups create opportunities for peer tutoring. Older pupils can model mathematical concepts using manipulatives, reinforcing their own understanding while supporting younger learners. For instance, a Year 2 student can demonstrate how to use a number line to a reception child learning to count.
3. Integrate Manipulatives Across the Curriculum
A small school setting allows for cross-curricular learning. Linking manipulatives to real-world contexts can help consolidate mathematical concepts. For example, using coins in a pretend shop can support both number recognition and money calculations across different year groups. This links to recommendation 2of the Guidance Report, “Dedicate time for children to learn mathematics and integrate mathematics throughout the day.”
4. Rotate and Repurpose Materials
Small schools often have limited resources. Make the most of available manipulatives by rotating their use and adapting them for different lessons. A set of multilink cubes can illustrate simple counting for younger pupils while demonstrating arrays and multiplication for older ones.
5. Support Independent Exploration
Encourage children to explore mathematical ideas at their own pace. A ‘maths investigation station’ with accessible manipulatives can allow pupils to experiment with number patterns and problem-solving independently or in small groups.
Final Thoughts
For small schools, the key to success with manipulatives is flexibility. By choosing versatile resources, fostering collaboration, and embedding hands-on learning into daily practice, teachers can support all learners effectively. The EEF emphasizes that manipulatives should always be explicitly linked to mathematical ideas to maximize their impact. With thoughtful implementation, they can be a powerful tool to bridge learning gaps and nurture confident young mathematicians in a mixed-age setting.
