An Exploration of Upper Elementary Student's Experiences with Math Practice Using Choice, Slef-Checking, and Non-Didactic Manipulatives

Abstract

The purpose of this action research was to explore how upper elementary students in a Montessori classroom experience being offered choice in their math practice materials, as described by the students themselves as they reflected on their choices and practice. Students were introduced to a new material that utilized a physical manipulative as an alternative to their current worksheet for their daily math skill review. Twenty-one participants were offered this choice twice a week for five weeks and invited to complete a reflective survey about their experience each week, as well as a final survey at the conclusion of the choice weeks. As shown by student survey responses, 71% of participants liked being offered a choice and 53% of participants would choose to continue using the new material. Students also reported high degrees of satisfaction with their material choices each week and were able to identify their reasoning for why they chose the material they did each time. Nineteen percent of participants chose to continue their original method of practice exclusively and selected the reason of wanting to stay with their routine in 84% of their survey responses. Thirty-three percent of participants chose to use the new material exclusively and selected preferring hands-on materials in 82% of their survey responses. Forty-eight percent of participants chose a combination of materials. This study confirms that upper elementary students enjoy having choices between different learning materials and can self-reflect on why a particular choice felt best to them personally.