Didactic variables related to the use of manipulatives and their impact on students’ activity: an illustrative case around fractions

Overview & Synopsis

This study investigates the use of manipulatives by a pair of students working on a fraction task. Extending previous work on the role played by the manipulatives in students' activity, we now focus on the linkage of 1) different choices made around the task and the manipulatives and 2) students’ activity. The theoretical underpinnings allow envisioning the manipulatives through the concept of affordance. It also helps to picture which didactic variables are at stake when using manipulatives. The analysis of Tim and Nick’s mathematical activity allows us to better understand how the way the manipulatives are used serve as breaching elements and lead them to reason differently.