: Myth-Busting Manipulatives Unlocking the Power of Hands-On Learning in Mathematics

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Myth-Busting Manipulatives

Unlocking the Power of Hands-On Learning in Mathematics

by Hampshire Research School at Front Lawn Primary
on the

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Charlotte Chessell, Maths lead at Front Lawn Primary tries to debunk some of the myths surrounding manipulatives.

Manipulatives have long been a topic of debate in mathematics education. A common myth suggests that using manipulatives can lead to off-task behaviour and disrupt learning. However, both research and experience at Front Lawn Primary School tell a different story. When combined with structured routines, high expectations, and consistent use, manipulatives become powerful tools for enhancing mathematical understanding. Drawing on the Education Endowment Foundation’s (EEF) guidance on improving mathematics in Key Stages 1, 2 and 3, this blog explores the benefits of manipulatives and how to implement them effectively.

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Understanding the Role of Manipulatives in Maths

Manipulatives are physical objects like blocks, counters, and number lines designed to help children visualise and grasp mathematical concepts. The EEF highlights the importance of using representations and manipulatives to support understanding, particularly when transitioning from concrete experiences to abstract reasoning. By engaging with tangible objects, students can explore, model, and solve problems more effectively, building a solid foundation for higher-level thinking.

Addressing Behavioural Concerns: Fact vs. Fiction

A common concern among educators and parents is that manipulatives may distract children or lead to disruptive behaviour. However, research and our experience suggest that when used thoughtfully, manipulatives actually increase engagement and motivation. The EEF stresses the importance of integrating manipulatives within well-structured lessons, ensuring they support learning rather than serve as a distraction. Clear routines and high expectations help students understand that these tools are for learning, not play.

Best Practices for Effective Use…

To maximise the impact of manipulatives & minimise potential distractions, consider these EEF-aligned strategies:


  1. Introduce Through Play and Exploration: Begin by allowing students to explore manipulatives informally. This builds familiarity and curiosity before integrating them into structured learning activities.
  2. Establish Clear Routines: Set consistent procedures for using, managing, and storing manipulatives. Predictable routines create a structured environment where students know what is expected of them.
  3. Set High Expectations: Clearly communicate both behavioural and academic expectations. Reinforce that manipulatives are learning tools designed to deepen mathematical understanding.
  4. Link to Learning Objectives: Select manipulatives that directly support the lesson’s learning goals. Ensure that their use moves students from hands-on exploration to abstract reasoning, aligning with the EEF’s recommendation to connect concrete resources with formal mathematical ideas.
  5. Encourage Mathematical Talk: Use manipulatives to promote discussion and reasoning. Encourage students to explain their thinking and problem-solving strategies, fostering deeper understanding.
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Conclusion

At Front Lawn Primary School, our approach to using manipulatives reflects the EEF’s evidence-based guidance. By embedding manipulatives within a framework of clear routines and high expectations, we have seen first-hand how they can deepen mathematical understanding and boost children’s confidence. When introduced thoughtfully — beginning with exploration and moving towards structured learning — manipulatives become an essential part of effective mathematics teaching.

Dispelling the myths around manipulatives allows us to unlock their full potential as powerful learning tools. With careful planning and intentional use, we can support all children in building a strong and lasting understanding of mathematical concepts.

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