Using Manipulatives
“Because the subtraction algorithm is difficult for children, you must give children many opportunities to manipulate materials, to search for pattern, and to discuss the process” (Schminke, Maertens & Arnold, 1973, p. 130).
Manipulatives can complement the learning of students and be implemented by teachers as an effective strategy. There are many examples of manipulatives that can be used to form the foundations of students understanding. Number lines are often used to provide a visual representation for the steps backwards students are taking when subtracting. “The number line may serve adequately as an answer getting device but may or may not help the child understand take-away subtraction” (Fuson, 1984, p. 219), however can be used as an effective and engaging introduction. Many other manipulatives can be used inconjunction with or independently of the number line such as; unifix cubes, teddy bears, hundreds chart, counters or the most common of all, their fingers. Manipulatives can also be used as a confirmation tool “whenever a child wants to be sure that an answer is correct” (Reys, et al., p. 197).
Manipulatives can complement the learning of students and be implemented by teachers as an effective strategy. There are many examples of manipulatives that can be used to form the foundations of students understanding. Number lines are often used to provide a visual representation for the steps backwards students are taking when subtracting. “The number line may serve adequately as an answer getting device but may or may not help the child understand take-away subtraction” (Fuson, 1984, p. 219), however can be used as an effective and engaging introduction. Many other manipulatives can be used inconjunction with or independently of the number line such as; unifix cubes, teddy bears, hundreds chart, counters or the most common of all, their fingers. Manipulatives can also be used as a confirmation tool “whenever a child wants to be sure that an answer is correct” (Reys, et al., p. 197).