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If you're seeing this message, it means we're having trouble loading external resources on our website.If you're behind a web filter, please make sure that the domains *.and *.are unblocked.I suppose the first step to answering this question would be to ensure we are using the manipulatives properly.Many teachers (including myself) are not properly trained to use manipulatives. I sat down with the intent to write a super dramatic comic. At least this presents an opening for speculation about Tom being a vampire.I had my dramatic music playlist playing, I printed out a photo of Michael Caine and taped it to my computer monitor, and I even ate some vegetables. A comic about villainous plans to kick puppies and steal sandwiches. The mayavi/mlab window that opens is interactive : by clicking on the left mouse button you can rotate the image, zoom with the mouse wheel, etc.For more information on Mayavi : A slicing operation creates a view on the original array, which is just a way of accessing array data. When modifying the view, the original array is modified as well: Example Let’s construct an array of distances (in miles) between cities of Route 66: Chicago, Springfield, Saint-Louis, Tulsa, Oklahoma City, Amarillo, Santa Fe, Albuquerque, Flagstaff and Los Angeles.

I am all for math being “fun” but overuse of the manipulative could cause students to become too accustomed to the activities of the lesson and forget the actual lesson.

What happens when they are in a situation where they need to solve an problem quickly, and they do not have the tools with them to do so?

Also, not all concepts can be related in concrete form.

When I was a kid, math instruction consisted learning all the important steps and rules. With new calculators, assistive technology and innovative approaches to math instruction, Now, math instruction focuses on understanding math concepts through the use of hands-on activities, manipulatives, real life applications, and “how to” essays.

I was not handed manipulatives, given an explanation for the rules, or the meanings behind the math. A far cry from the days of “copy the board and do page 65!

Students should still learn how to problem solve, calculate, and think abstractly.


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