School Teachers’ Perspectives on the Use of Algebra Tiles to Operations on Integers

Abstract

This paper is based on the first author’s (researcher) experience as a mathematics teacher trainer based on his M.Ed. ‘Internship course.’ The second author being the course facilitator has played a facilitative role in the development of the training module and the successful conduction of Teacher Professional Development (TPD) sessions. This study aimed to explore perspectives on the use of algebra tiles (as physical manipulatives) to basic arithmetic operations on integers - addition ( ), subtraction ( ), multiplication ( ), and division ( ), based on the experiences of 22 school mathematics teachers of Kathmandu, Nepal (who participated in TPD). This study utilized a qualitative research technique, Concrete-Representational-Abstract (C-R-A) instructional sequence, and triangulation. The data generation tools were participant observations, researcher-participant interaction, participant worksheets, reflection forms, end-reflection videos, and photos. The data analysis unveiled that the participants had a positive outlook towards the use of algebra tiles (as physical manipulatives), and they viewed it as effective concerning operations on integers. As a result, the participants were motivated enough and were determined to apply it in their mathematics classroom teaching, even though it would be difficult to implement it properly due to time constraints – cost, availability, time, and management. However, the participants suggested Book Free Day - an initiative introduced (2023, April 27) by Kathmandu Metropolitan City, where students go to school without books and bags every Friday, and remedial teaching as the most appropriate occasions to implement algebra tiles properly.