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Mathematical manipulative materials (manipulatives) invite students to explore and represent abstract mathematical concepts in varied, concrete, tactile, and visually rich ways. Considering the prominence of the use of mathematical manipulatives in current K-12 curricula, pedagogical resources and professional development, research studies show that few secondary school teachers use them. While these studies do not examine this issue from the teachers´ perspective, they posit that some teachers lack the mathematical knowledge connected to manipulatives, are uncomfortable with or uncertain how to use them, or do not believe that manipulatives have value in the teaching of secondary school mathematics. This study supports the notion that the use of manipulatives in secondary school mathematics classrooms is influenced by teachers´ views and experience with manipulatives. It highlights some of the challenges that teachers face, and supports from which they gain confidence and competence in their efforts to integrate the use of mathematical manipulatives into their teaching practice.

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Adrian Jones lives in Ottawa, Ontario, Canada with his partner and children. After many years in high-tech, he turned to educational research to better understand his childrens´ and his own understanding of mathematics. This thesis was only possible through the inspiration and mentoring of Dr. Christine Suurtamm, University of Ottawa.

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