Dimensions — AAMT

Opening the Top Drawer to Mental Computation Module 3

Using manipulatives to support mental computation

Duration: 60 minutes

Year levels: 2, 2, 2, 3, 3, 3, 4, 4, 4, 5, 5, 5, 6, 6, 6

Category: Algebra, Algebra, Algebra, Arrays, Arrays, Arrays, Counting, Counting, Counting, Mathematical Expressions, Mathematical Expressions, Mathematical Expressions, Number, Number, Number, Number Operations, Number Operations, Number Operations, Number Patterns, Number Patterns, Number Patterns

Proficiency standards: Fluency, Fluency, Fluency, Reasoning, Reasoning, Reasoning, Understanding, Understanding, Understanding

AITSL standards: 1.2 Understand how students learn, 1.2 Understand how students learn, 1.2 Understand how students learn, 2.1 Content and teaching strategies of the teaching area, 2.1 Content and teaching strategies of the teaching area, 2.1 Content and teaching strategies of the teaching area, 2.5 Literacy and numeracy strategies, 2.5 Literacy and numeracy strategies, 2.5 Literacy and numeracy strategies, 3.3 Use teaching strategies, 3.3 Use teaching strategies, 3.3 Use teaching strategies, 6.2 Engage in professional learning and improve practice, 6.2 Engage in professional learning and improve practice, 6.2 Engage in professional learning and improve practice

Use: Groups of Teachers, Groups of Teachers, Groups of Teachers

Teaching practices: Attitudes, Attitudes, Attitudes, Differentiation, Differentiation, Differentiation, Engagement, Engagement, Engagement, Gifted, Gifted, Gifted, Group Work, Group Work, Group Work, Indigenous, Indigenous, Indigenous, Student Learning, Student Learning, Student Learning, Technology, Technology, Technology

This module is designed to be an introduction to the use of manipulatives and representations to support mental computation in students.

This module introduces the idea that manipulatives are physical objects that can be used as teaching tools to engage students in the hands-on learning of mathematics. They can be used to introduce, practice, or remediate a concept.

In understanding mental load, it is generally accepted that a human brain can hold between five and nine pieces of information in working memory. The use of manipulatives and representations to increase the familiarity of the knowledge needed for the chosen strategy will assist to reduce mental load for students.

Students who calculate mentally are able to visualise problems and work them out in their heads. They need to be provided with appropriate resources that they can use to observe the problem, apply the strategy, and visualise the solution.

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