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Teaching Math: Comparing Manipulativesby Geoff White, B.Ed. (Southampton, UK) Often I am asked which manipulatives should I get? The manipulatives should suit the method. Jerry Mortensen repeatedly says, "All we do in math is count." In MM we ask, "How many is.. four and two? We push the two blocks together and count the result. With the ridges on the blocks we can do this. With smooth rods you can't. Cuisinaire Rods, created by the Belgian primary school teacher Georges Cuisenaire (18911976) introduced in the 1950s are smooth and brightly colored but to do sums the child needs to know the numbercolor values. In MM the emphasis is on counting and 'seeing' the numbers. What do you see when I say "six?" If you are doing subtraction, with Cuisinaire rods, the question has to be "what is the difference" between 2 and 4? Compare the rods. With MM combo blocks we would place the 2 on top of the 4 to cover up part of the four, and ask "How many do you see?" Two. With smooth coloured rods (Cuisinaire) the child must learn the colours, and know that red is 2 and that 4 is purple. MM combo blocks are designed with ridges so the child can count how many a block is. The colours are not important in MM, other than to make the kit attractive. They are in fact Montessori colours because Jerry M was a Montessori teacher. With Cuisinaire rods yellow is 5 units long and blue is 9. If the child has to learn the colours, she may hear, "How much is the blue bar added to the yellow?" Fourteen. But in art, she will learn that yellow and blue make green, which is 14 in math. An inconvenient truth for the math teacher. :) The MathUSee blocks produced by Steve Demme are also Montessori colours and have ridges so the child can count how many without knowing the colors. The difference between MM and MUS, is to be found in the method. In MM, our task as teachers is to decode this mathematical language, say, 13x12=156, into a spatial reality to assist understanding. The purpose of the manipulatives is to do just that. This is what that 'looks" like.
For a young child, could having a plastic block named 3 in her hand and counting 4 of them, then counting the unit square markings on the blocks and arriving at 12, be a relevant experience that might lead to understanding? What use then is memorizing times tables? MORTENSON MORE THAN MATH employs manipulatives to enhance the child's ability to visualize math concepts, to decode the mathematical language into spatial reality. The best way I know to explain the Mortensen Math system is to talk about memory first. How good is your shortterm memory? More importantly, how good is your shortterm memory with numbers? Suppose I gave you 12 numbers, each of them seven digits long. Do you think you could remember them for an hour? Five minutes? Do you think you could remember them long enough to write them down, even right after I told you? Not likely. That's because you've been taught like everyone else to memorize the hard way. The hard way is how most students are taught math as well. The truth is the entire math curriculum used in traditional teaching situations, employing textbooks, relies on memorizing nothing but FACTS, RULES, FORMULAE AND PROCESS! Our job as educators is to decode this mathematical language of symbols into a concrete reality. This is what the method does. Order your teacher's handbook (see panel at right) and start using Mortensen "more than math" right away!

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EMail: geoff @ geoffwhite.ws Special Offer!Order by January 31, 2013 and get a 5hour VHS tape of my MM Workshop FREE! Pay by Paypal & receive a 60minute "Skip Counting" audio tape FREE! shipping extra, add US$20 in N.A. (elsewhere by quote)
Order The Teacher's Handbook
EMail: geoff @ geoffwhite.ws Special Offer!Order by January 31, 2013 and get a 5hour VHS tape of my MM Workshop FREE! Pay by Paypal & receive a 60minute "Skip Counting" audio tape FREE! shipping extra, add US$20 in N.A. (elsewhere by quote)

 Purchasing Dilemmas  Products/Price List  Comparing Methods  Understanding  Mental Images  A Fractions Example  Psychological Principles at Work  SelfEsteem  Teacher's Role  Acquiring Meaning  A Philosophy of Teaching Math  A MathRich Environment  Main Page