5 Misconceptions About Math Manipulatives

Math manipulatives or math tools help students make sense of math. Teachers’ perceptions of manipulatives vary. You can see which teachers value and know the importance of math tools just by entering their classrooms.

Read: What You Really Need For The Perfect Classroom Set Up

If math tools are non-existent or locked in some closet, you can assume that they are not being used for instruction. Here are 5 misconceptions about manipulatives that might help change your mind about using them. And will hopefully encourage you to incorporate them into your classrooms.

 

Misconception #1 You need to show students exactly how to use each manipulative, and ain’t nobody got time for that.

Students don’t need to be shown how to use math tools, they need to explore manipulatives. Rooms should be set up for such exploration. I’ve seen teachers put out manipulatives as their warm-up, a center, some classrooms even have investigations during indoor recess. The goal of exploration is for students to understand the characteristics of each math tool.

Teachers can then include them in their lessons. If students are familiar with the tool, they can make a connection to the content.

Now it’s important to mention that the end game is not for students to use manipulatives as you dictate. Students should be able to work with the tools without teacher guidance. They should be able to strategically choose which math tool to use for the problem in front of them. Yes, it sounds scary to leave the kids to their own devices, but think about how we use this skill as adults. If I need to measure the length of a table and I don’t have a meter stick at home, what can I use instead?

Math Practice #5 Use Appropriate Tools Strategically

 

Misconception #2. There is only one set way to use math tools.

My favorite workshops I give are the ones where teachers get to play with manipulatives. For example, I’ll show teachers different ways to use pattern blocks. No, they are not just for geometry and that’s the misconception, isn’t it? When we see these tools used for specific standards, we think welp that’s it. Math tools can be manipulated in various ways; it just takes a little creativity and thinking outside of the box.

For example, something I have recently shown in classrooms is using a ten frame as a hundred frames. Let me explain that. Just like base 10 blocks are proportional and place value disks are non-proportional tools, I have made the ten frames a non-proportional model. Each (square) represents 10.

Why do this? It helps students make the connections of bridging to 100 just as ten frames help us bridge to 10. 

Misconception #3. Students who already get the abstract don’t need to use manipulatives

Math tools helps math make sense. We use manipulatives to help us connect prior knowledge to new concepts. We are constructing conceptual understanding through the use of these tools. 

Manipulatives provide students with a way to test and verify their ideas. Unfortunately, some classrooms restrict access of math tools to their “high achievers” or students who have reached the abstract level on their own. I’m not recommending that if students understand the abstract concept, ignore that and make them go back to step 1. Instead, you could ask students to prove their work using the math tools. You already know they know the equation or computation, why not have them show another form of representation? When students can use different representations to model a concept, They demonstrate their ability to understand the idea. But when students are introduced to only one representation, their misconceptions are enhanced. 

There are a couple of reasons I recommend this. For starters, we have to get out of the mindset that manipulatives are just for the “low group.” Because a few students could already do some abstract thinking doesn’t mean that they should not get to explore the concept in the concrete form. Case in point, my son usually has some kind of inventive strategy to compute. We’re, of course, happy with this. Because they are not dictated by the teacher or us. However, when he was working on a specific unit and didn’t know where to go with it, I broke out some math tools to see if he could choose one to help him. He was baffled with base ten blocks and how to use them. That’s a problem. 

(What Works ClearingHouse 2009) stated that using manipulatives was one of their top research-based recommendations. 

 

Misconception # 4. I don’t have money to buy them

Not all manipulatives need to be commercially produced. Some can be made out of everyday items. It just involves some creativity.

Also, as mentioned before, math tools are not limited to specific standards. Greg Tang once said that unifix cubes are one of the most versatile manipulatives out there. Think about all you could teach with that one tool.

Virtual manipulatives are just as valuable. There has been a lot of debate if they are as good as hands-on manipulatives. But more recent findings suggest that they are worthwhile.

Finding grants are a great way to get math tools in your classroom and/or schools. Here are a few to check out. 

https://www.neafoundation.org/for-educators/

https://teach.com/what/teachers-change-lives/grants-for-teachers/

Ten Frames

The viral #ClearTheLists campaign has popped up as a way for donors to help pay for items on a teacher’s Amazon.com wish list. Educators from across the country have put together a virtual shopping cart of items for classroom supplies. And donors help teachers “clear their list”. I’m not 100% a fan of this. Of course, I would like teachers to get help for their classrooms but I’m worried this is setting a precedent. If we start asking the public for donations what’s to say a district will now allocate funds for materials anymore if someone else is going to cover it. Needless to say, the choice is there for you.

Misconception #5. But it’s not going to be on the test, so why should I have students use them?

Teachers can use manipulatives in assessments as well. What tends to happen is that we do C-P-A but only assess at (A) part. But assessing (and that could be through observations and other sorts) while students are in the (C) part is just as valuable. You could see what a student does or does not understand based on how they interact with their tools. 

Manipulatives just make things more interesting. I don’t remember where I heard or read this, but it really sums it up well. 

There is no reason not to have manipulatives as part of the school budget. Hey, if it’s a problem- Removing some packaged textbook program in exchange for manipulatives is your solution.

  

 

Want to check out more?

MEMBERSHIP SITE:

https://zennedmath.com/online-courses/ 

FACEBOOK GROUP: Zenned Math Teachers

https://www.facebook.com/groups/zennedmathteachers/

YOUTUBE CHANNEL: Zenned Math

https://www.youtube.com/channel/UC5njH_5LoK6G67BvZecGfnw?

WANT ME IN YOUR INBOX? Sign up for my newsletter

https://view.flodesk.com/pages/5efc876dcaabca0028b95eb5

DISCLAIMER: Some links included in this blog might be affiliate links. If you purchase a product or service with the links that I provide, I may receive a small commission. There is no additional charge to you! 

Math Struggles Ain’t Just About Numbers

Let’s be B.F.F.R—math can stress kids out. You’ve seen it: the frozen-in-place stare, the pencil tapping like it’s sending an SOS, or the classic “I CAN’T DO THIS!” meltdown before even trying. But here’s the thing—most of the time, their struggle isn’t about numbers. It’s about mindset.

What if we borrowed some life coaching techniques to help our students not just survive math but actually thrive in it? Let’s break it down into simple, practical ways you can empower your students without turning into a full-blown therapist.

 Reframe the Narrative (A.K.A. Flip the Script on “I’m Bad at Math”)

Ever notice how kids say “I’m bad at math” like it’s their official personality trait? That belief is holding them back more than any tricky word problem ever could.

How to Do It:

  • When a student says, “I suck at math,” respond with: “You’re still learning. Let’s find a way that makes sense to you.”
  • Introduce the Power of Yet: “You don’t get it… yet. But your brain is working on it!”
  • Share stories of people who struggled with math and overcame it (bonus points if you can find famous athletes, musicians, or influencers).

Remind them that they once thought tying their shoes was impossible, and look at them now—shoe-tying pros. Math is just another skill that takes practice.

Teach Emotional Regulation (Because Frustration Is a Math Blocker)

We can’t expect students to push through challenges if they’re spiraling into math-induced panic mode. When frustration kicks in, their brains hit the “I’m out!” button.

How to Do It:

  • Pause & Breathe: Before jumping to the “I CAN’T,” have students take a deep breath. Try “breathe in for 4, hold for 4, out for 4.” Simple, but it works.
  • Break It Down: Instead of tackling the whole problem at once, ask, “What’s one thing we DO know?” Small wins build confidence.
  • Normalize Struggle: Post a sign in your classroom: “Mistakes Mean You’re Learning.” Say it. Live it. Believe it! As Naruto says.

Set Micro-Goals (Because Big Goals Can Feel Overwhelming)

If a kid already feels lost, telling them “just keep practicing” is like saying, “just climb this mountain real quick.” Instead, break it into steps.

How to Do It:

  • Instead of “Get better at multiplication,” set a goal like: “Practice a doubling/halving strategy.”
  • Use progress charts so students can SEE their growth. 
  • Celebrate the small wins! Even if they only got one more right than last time—that’s growth!

Remind them “If you can memorize every single lyric to that TikTok song, you can 100% remember a few math strategies.” 
Honestly research shows long term memory is activated when we leverage different modalities in our lessons. It’s how the brain learns math.

Shift from Performance to Progress (Because Speed Ain’t Everything)

Fluency is about thinking efficiently, not racing to the answer. The goal isn’t to turn kids into human calculators—it’s to help them use numbers flexibly.

How to Do It:

  • Replace timed tests with strategy-based challenges (ex: “How many ways can you solve 12 × 8?”).
  • Instead of praising fast answers, celebrate smart strategies: “Ooooh, I love how you broke that down!”
  • Remind them that even adults use tools like calculators and sticky notes—real math is about knowing how to approach problems, not just getting the answer instantly.

 Teach Self-Talk (Because Their Inner Voice Matters More Than You Know)

The way kids talk to themselves about math shapes their experience with it. If they constantly say, “I can’t do this,” their brain believes it. Time to switch up the self-talk game.

How to Do It:

  • Teach “I can” statements: Instead of “I don’t get it,” try “I don’t get it YET, but I can figure this out.”
  • Have students write down one math strength (even if it’s “I’m good at counting on my fingers” – that’s a start!).
  • Encourage students to talk to themselves like they’d talk to a friend. Would they tell a friend, “You’re dumb at math”? No? Then don’t say it to yourself either!

Emphasize- “You wouldn’t let your best friend talk trash about you, so don’t let your brain do it either!”

Coaching Math Mindsets for the Win

At the end of the day, teaching math fluency isn’t just about numbers—it’s about helping kids believe they can figure things out. When we shift from just teaching math to coaching their mindset, we create students who are not only fluent in math but confident in life.

So, here’s your challenge: What’s one small move you can try this week? Whether it’s shifting self-talk, celebrating small wins, or breaking down frustration, pick one and run with it.

Oh, and if you want more strategies like these, check out my Figuring Out Fluency series, (Book 1) (Book 2) where we make fluency engaging, empowering, and (most importantly) actually make sense.

And if you want more math mindset strategies, grab my Guide For Teachers To Help Students With Growth Mindset