Teach Primary Issue 18.7

MA THS S P E C I A L like using blocks to understand place value. Then they move on to the pictorial stage, where those physical objects are represented through drawings or visual models, helping to bridge the gap between the hands-on experience and more abstract thinking. Finally, students reach the abstract stage, where they work with symbols and numbers to solve problems, having built a solid foundation through the earlier stages. Recent research suggests we don’t need to stick to this sequence so rigidly. Being a bit more flexible—allowing students to revisit the concrete or pictorial stages as needed—can reinforce their understanding and enhance problem-solving skills. This adaptable approach not only makes it easier for students to grasp complex ideas but also keeps them engaged and confident in their learning journey. The CPA approach is more than just a teaching method; it’s a pathway to deeper understanding and lasting confidence in maths. By fully integrating manipulatives into our teaching, we can unlock the potential of maths for every learner. Understanding the history of these resources helps us appreciate their value and how they have been designed to support teachers and enhance student learning. Making things fun for everyone Reflecting on my long career in education, I’ve always aimed to make learning enjoyable for children, and maths is a subject that beautifully supports a wide range of other learning. Manipulatives play a crucial role in helping children connect more holistically with mathematical concepts, providing key foundational learning. The history of maths teaching shows a clear earlier manipulatives ( tinyurl.com/ tp-NumberBuilders ). The brilliant primary team at Collins then developed a comprehensive programme of support around n-bars, Number Builders , including engaging characters the Numberinis, easy-to-use planning, and a wealth of classroom resources which, crucially, include number lines and number squares that perfectly fit with the n-bars. The aim throughout was to help teachers provide their students with the best possible maths experience. The intention is not to replace other manipulatives but to build upon the innovations of previous creators, offering students new tools to deepen their understanding of numbers. Learnings from manipulatives From my experiences and a review of the literature, I’ve learned that integrating manipulatives effectively can significantly enhance maths education: · Children gain a deeper understanding of mathematical concepts when they can physically manipulate objects, making it easier to grasp abstract concepts later. · Manipulatives make maths more engaging. Pupils are more likely to participate actively and enjoy learning when they can interact with physical objects. · Manipulatives support visual and kinaesthetic learners, helping them understand concepts that might be challenging to explain to them using traditional methods. · For children who struggle with abstract thinking, manipulatives offer a bridge that makes complex ideas more accessible. · Manipulatives enable students to explore and discover mathematical concepts on their own, leading to a deeper, personal understanding of maths. Ian Connors is a former headteacher and advanced skills teacher in primary mathematics. He is the series editor of Number Builders . tinyurl.com/tp-NumberBuilders Top tips for integrating manipulatives 1 START EARLY AND USE OFTEN: Introduce manipulatives in the early years and continue using them throughout primary school. There’s even potential for a manipulatives revolution in KS3 and KS4. 2 MODEL THEIR USE: Regularly demonstrate how to use manipulatives during lessons. 3 ENCOURAGE INDEPENDENCE: Allow pupils to choose and use manipulatives during independent work. 4 INCORPORATE INTO HOMEWORK: Send home manipulatives or suggest household items that can be used similarly to reinforce learning outside the classroom. 5 CREATE A MATHS MANIPULATIVE STATION: Set up a dedicated area in your classroom where students can freely access and experiment with different manipulatives. trajectory towards a more inclusive and engaging approach, with manipulatives firmly at the centre of this evolution. By understanding and appreciating the history and development of these tools, we can continue to enhance the way we teach maths, ensuring that all students have the opportunity to succeed and enjoy their mathematical journey. TP “Integrating manipulatives effectively can significantly enhance maths education” The CPA approach While some might advocate for a more paper-based approach to ‘real maths’, I believe there is a growing clarity and confidence in the CPA (Concrete, Pictorial, Abstract) approach. It’s about making maths accessible, engaging, and meaningful for all students. By integrating manipulatives into learning in meaningful ways, we can transform how students understand and interact with maths. Traditionally, the CPA approach has been seen as a step-by-step process. It starts with concrete manipulatives, where children get hands-on with physical objects to really explore mathematical ideas— www.teachwire.net | 45