Renewing the pedagogical formation of teachers by using the manipulable materials
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abstract
The area of mathematics is one of the most socially valued, due to its instrumental
character (Talis, 2014). From education policies, a lot of emphases is placed on their
teaching, being one of the main areas of the curriculum. However, its abstract component
places it as one of the most difficult areas for students (Sotos, 2016).
With a view to reducing the learning difficulties of students in this area of knowledge,
manipulable materials arise to help, advise and decode those eminently abstract contents
(Gairín-Sallán & Fernández-Amigo, 2015). In fact, the use of manipulable materials is
not unique to the area of mathematics, but also takes on great prominence in the rest of
the areas of knowledge, as they arise as facilitators of learning. Through manipulation,
the child explores, experiments, learns and understands the reality around him, and by
extension, the contents (Novo-Martín, 2018).
