![]() ![]() Geometry is therefore relevant for learning to mathematise reality and to make discoveries “with one’s own eyes and hands,” which fosters the development of mathematical thinking and visual reasoning. The “Principles and Standards for School Mathematics” emphasize that from an early age students develop visualization skills using concrete experiences and a variety of geometric objects. Several curriculum documents highlight that students should use materials in learning various Geometry concepts. ![]() Didactic materials, including manipulatives, are especially important as a means of facilitating meaningful learning of mathematical concepts and relationships ( Reys, 1982 Ponte and Serrazina, 2000 Canals, 2001 Lorenzato, 2006 Hurst and Linsell, 2020), and Geometry in particular. Therefore, in the early levels of learning, it is important to use means that promote this transition. Steffe and Thompson (2000) argue that concept formation in mathematics is essentially grounded in experience, making it possible to develop abstract thinking through experimentation. The teacher thus assumes a fundamental function in creating favorable environments for learning mathematical topics with appropriate strategies. Such a scenario requires mathematics teachers to implement strategies that promote students’ willingness to learn mathematics, from the earliest school years. Such results tend to create a stigma around this subject, which often leads to the “avoidance” of effort and dedication to learning. The subject of mathematics, due to the inherent complexity of its concepts, has over time acquired a social status that distinguishes it from other subjects by the poor performance that students show in assessments at the national level (internal and external) and in studies that take place at international level (such as TIMSS and PISA). In particular, through manipulation of shapes with manipulatives students realized that a square is a rectangle but the inverse is not true. The results show that students explored, manipulated, and constructed representations of triangles, squares, rectangles, circles, and other geometric figures, distinguishing them from each other through shape and properties. Adopting a qualitative and interpretative approach, data were collected through students’ written records, and audio and video record of students’ activities. Based on these assumptions, this study aims to investigate the contribution of manipulative materials in the learning of geometric figures by elementary school students. These materials play an important resource in student learning, including a recreational role that promotes motivation and a dynamic role in the understanding of concepts in which students are involved in the learning activities. Over time, teaching materials, such as manipulatives, have acquired a key role in promoting students’ understanding of mathematical knowledge. 6Department of Mathematics, University of Trás-os-Montes e Alto Douro, Vila Real, Portugal.5CIDTFF-Research Center on Didactics and Technology in the Education of Trainers, University of Aveiro, Aveiro, Portugal.4Department of Education and Psychology, University of Aveiro, Aveiro, Portugal. ![]() 3Research Center on Education (CIEd), Institute of Education, University of Minho, Braga, Portugal.2Department of Integrated Studies on Literacy, Didactics and Supervision, Institute of Education, University of Minho, Braga, Portugal.1Escola Básica Bernardino Machado, Joane-Vila Nova de Famalicão, Portugal.Rita Ponte 1, Floriano Viseu 2,3 *, Teresa B. ![]()
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