Dynamic Concrete Instruction in an Inclusive Classroom

Source abstract

NCTM advocates the use of multiple representations and manipulatives for building mathematical understanding (NCTM 2000). Engaging students in mathematics using manipulatives can have a powerful effect on learning. The use of manipulatives is especially effective for students with high-incidence disabilities, such as learning disabilities (LD), attention deficit hyperactivity disorder (ADHD), and mild to moderate mental disabilities (MD). Allowing students to use manipulatives gives them the opportunity to experience multisensory learning, which helps promote success for students with highincidence disabilities. Experiences with manipulative objects can help students develop conceptual understanding. If used appropriately, manipulatives can also help those with high-incidence disabilities connect conceptual understandings of mathematics to the process of doing mathematics (i.e., using effective problem-solving strategies) throughout their K–12 education.