The Effects of Manipulative and Visual Models in Conceptualizing Fractions
Volume 3 - Issue 8, August 2019 Edition
[Download Full Paper]
Dayame, Arnel M.
Conceptualizing Fractions, Manipulative and Visual Models, effective methods and instructional materials.
This study is all about the effect of manipulative and visual models in conceptualizing fractions of the four randomized schools in Cebu City. This study utilized quantitative research specifically Solomon four group designs. Thus, every student in a classroom comprehends and reacts to a mass instruction contrastingly and the instruction was more powerful for certain students than others. Along these lines a few students will require intercession which was the manipulative and visual models in conceptualizing fractions. In this study the researcher noticed that student’s needs to have the intervention like the manipulative and visual models wherein intercession was the extra instruction and exercises expected to meet an understudy's individual conditions and needs. A significant segment in powerful intercession is the determination of techniques and instructional materials. By using the Solomon four group design, the researcher come up with the findings that when the students undergo intervention there was a great possibilities to improve the students’ performance in terms of conceptualizing fraction by the used of manipulative and visual models. The researcher found out also that in order for the students to increase their academic performance, this can be done through introducing students to a number of methods for increasing conceptual understanding, such as the used of representations, models and various manipulative.
 National Council of Teachers of Mathematics (NCTM, 2000) Principles and Standards for School Mathematics. 51(2), 150-156
 Brunner, Jerome (1960’s). Intellectual Development theory. Enactive, Iconic and Symbolic 16(9), 532-539.
 Gardner, Howard (1991) Intellectual Development Theory. Educational Studies in Mathematics, 62(3), 281-305.
 Dewey, John. ConstructivistLearningTheory. TeachingChildrenMathematics, 14(1), 52-57.