Abstract

Manipulatives (concrete resources) are used widely in English primary classrooms, due partly to the emphasis by Maths Hubs using the Teaching for Mastery (TfM) approach as well as promotion within commercial schemes of learning. Has the influx of two-sided counters into our classrooms encouraged primary teachers to consider the pedagogical principles behind using these tools? Or is it the case that a manipulative in a scheme which is also available in the cupboard is rationale enough for its use in a lesson? This discussion will explore if there is a need to redress this balance towards a more pedagogically-informed approach.