The use of manipulative resources in mathematics classes, to enhance logical, creative and critical thinking

Manipulatives resources constitute a means by which mathematical content is no longer static and merely theoretical for students. By using their senses to interact with elements related to the concepts and properties of the subject area, students develop a more organic connection and deeper, meaningful learning. In the following research, taking into consideration the action research model, a strategic use of manipulative resources was implemented, which acted as a motivator in the mathematics classes in the first grade of secondary school at Luis Napoleon Nuñez Molina-Anexa school. With the main objective of facilitating the acquisition of logical, creative, and critical thinking skills, eight interventions were performed, and their qualitative impact subsequently analyzed using the Kemmis’ cycle model. In such, teachers-researchers transform their own pedagogical practices, while enhancing meaningful learning. Although it may generate enjoyment among students, the implementation of manipulatives requires specific abilities and thoughtful consideration of many minutae, which the research team addressed throughout the present research study. This process allows to face the challenges that a lack of motivation might generate in mathematics courses in highschool classrooms. It shows, therefore, that the manipulatives resources in this case contribute positively to the knowledge acquisition of high schoolers and, by extension, invariably to the educational practices of secondary school instructors as well.