Abstract/Summary

This research study examined teachers’ and pupils’ perceptions of the value of manipulatives in mathematics teaching and learning at Upper Key Stage Two. Although a wide range of research exists regarding the use of manipulatives in the primary mathematics classroom, there is less research into their effectiveness at Upper Key Stage Two. The methods used in this research were first, interviews with 12 teachers across four different schools, eight in Upper Key Stage Two and four in Key Stage One, to give as much breadth to the research as possible. Secondly, 14 Upper Key Stage Two pupils’ views were gathered in focus groups to ascertain their perception of manipulatives. The pupil focus groups were chosen as a research method because very little research currently exists regarding pupils’ perceptions of manipulatives.