description- – This article describes the positive impact of Montessori manipulative materials on four seventh grade students who qualified for academic intervention services because of previous low state test scores in mathematics. This mathematics technique for teaching multi-digit multiplication uses a placemat-sized quilt with different color-coded squares for place value, color-coded bead bars for representing digits, and small numeral tiles in a procedure related to lattice multiplication. The article presents a brief introduction to the Montessori approach to learning, an overview of Montessori mathematics, and an explanation of the Checkerboard for Multiplication with related multiplication manipulatives. Pretest/posttest results of the four students indicated that all increased their understandings of multiplication. The results of an attitude survey showed students improved in enjoyment, perceived knowledge, and confidence in solving multiplication problems.
subjectcollectiondatepublishercreatorformat description- – This article explains how to teach long division using hands-on materials (skittles, base ten blocks, colored counters, numeral cards) and investigates reviewing division word problems with middle school students (N=27) with learning disabilities in mathematics by this approach compared to spending the same amount of time on the typical practices of computerized drill and paper/pencil work. Student performance related to division was assessed by an identical pretest/posttest. Both groups participated in ten thirty-minute lessons during which the experimental group used place value color-coded numeral cards, counters and skittles, and the control group reviewed division with computerized practice and worksheet activities. A significant difference was found between the average gain scores of the two groups, favoring the experimental (17.1% versus 4.5%). The experimental group scored as well or better than the control group on all test sections.
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