The use of manipulatives in the teaching of fractions in Elementary Education

Abstract

The use of manipulative materials is fundamental to develop mathematical skills and promote meaningful learning, especially in abstract topics such as fractions. These resources facilitate understanding through practical and concrete experiences. However, their limited access represents a challenge for teachers, as was observed in three institutions in the Province of Los Ríos. The objective of this research was to analyze how didactic materials contribute to the learning of fractions in basic education. With a quantitative approach, non-experimental and cross-sectional design, we worked with a population of 1,953 students, of which 120 were selected by probability sampling. To collect data, a questionnaire was used to identify barriers such as lack of training and resources. The results revealed that, although 23.5% of the teachers indicated having received frequent training, 15.1% indicated that they were almost never trained, evidencing unequal training. This affects the effective application of manipulative materials in the classroom; these resources significantly improve the learning of fractions, but the lack of teacher training and adequate materials limits their implementation. It is crucial to develop educational policies that guarantee continuous teacher training and the availability of resources in all institutions.