Th e signifi cance of using concrete
manipulatives for some mathematics
problems cannot be overstated. Using concrete
materials is helpful for understanding abstract
concepts (McNeil & Jarvin, 2007; Vinson,
2001). Hatfi eld (1994) found students’ use
of manipulatives decreased as the grade level
increased from kindergarten to sixth grade.
Although the National Council of Teachers
of Mathematics (NCTM) recommends their
use at all grade levels, manipulatives are
frequently used by students in grades K-8
but not in high school courses (Hartshorn &
Boren, 1990).