Mathematical manipulatives as designed artifacts: the cognitive, affective, and technological dimensions
Michael Eisenberg, Julie DiBiase · International Conference of Learning Sciences · 1996
Mathematical manipulatives---tangible objects with a pedagogical purpose---have become popular tools in mathematics education. But typically, the notion of a manipulative carries with it a number of additional assumptions: that these objects are designed for elementary (as opposed to advanced) mathematics instruction; that they have little in the way of emotional meaning for their users; and that they are relatively simple, low-tech objects. In this paper we challenge these assumptions. Drawing on our experiences in two related projects in educational computing, we suggest that manipulatives may be designed for advanced mathematical topics; that they may offer creative (and thus affectively important) opportunities for students; and that they may be designed in ways that accompany or incorporate computational media.