Author Archives: Darrell Blanks

Toward Number: Hiding Counters

In my last blog, we discussed how the student needs time to imagine counters, or use something that can stand in the place of counters, so the child will gain enough experiences to make just the numeral meaningful. How can we encourage students to do this? Let’s imagine a child has the goal of figuring… Continue Reading

Imagination and Manipulatives

In my last blog I discussed the gap between using manipulatives and using numerals only as being a gap too large to traverse in one step. What then bridges the gap? Research that has been the focus of study at the AIMS Center suggests that the answer is to be found in the mathematical knowledge… Continue Reading

Counters to Numerals: The Big Jump

I have often heard from teachers the following, “My students can do the problems with counters, but when I take the counters away, they can’t do the problems anymore.” I have seen many math textbooks that introduce addition equations with counters in early grades and after a few times using the counters, the students are… Continue Reading