Running head: DOMAIN A LITERATURE REVIEW 1

Domain A Literature Review

Hannah White

National University
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Table of Contents

Abstract ........................................................................................................................... 3

Domain A Literature Review ........................................................................................... 4

Domain A Review ........................................................................................................... 4

Using Manipulatives for the Greater Good....................................................................... 4

References ....................................................................................................................... 6
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Abstract

The goal of Domain A is to set the expectations for teachers; ensuring that teachers are using a

print rich environment, modeling, and providing multiple methods of learning. This topic

focuses heavily on mathematics in a TK classroom. Students used multiple methods of learning

to count to 100.
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Domain A Literature Review

Domain A Review

Domain A is all about providing a secure environment for taking intellectual risks,

modeling and encouraging student to use multiple approaches to math problems. Teachers are

expected to understand and teach the progression of the state adopted academic content standards

for students. Transitional kindergarten does not have state standards, so teachers modify CCSS

to an age appropriate pre-kinder level. Teachers are expected to facilitate students’ development

of problem solving, communication, representation, and connections in real life.

Using Manipulatives for the Greater Good

In the lesson provided, the students used many methods of learning to count to 100. They

used manipulatives, coloring, painting, etc. Research shows that students who use manipulatives

make connections that will assist them in future learning. “The use of physical objects, here

referred to as ‘manipulatives’, is one method of linking mathematical concepts and operations to

enhance mathematical learning. Several studies with preschool students revealed that the use of

objects led to higher skills in early number operations” (Jung, E., Brown, E., Karp, K., 2014).

The use of manipulatives provides students with a hands on activity, providing students

with multiple methods of learning within the same lesson. Students who understand the use of

manipulatives will always have a back-up when they become stumped on a math problem. The

use of manipulatives is prevalent in a TK/K classroom. “Manipulatives alone might not be

meaningful to students but, when a teacher provides a link between the model and the

mathematical concepts, it is anticipated to be advantageous to students learning” (Jung, E., et. Al,

2014). Providing students with a model using manipulatives gives them another method to use
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when they are stuck on a problem. Students do not all learn equally, so providing them with

multiple resources is beneficial to their learning in the long run.

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References

California Teaching Performance Expectations. (2013). Commission on Teacher

Credentialing. Retrieved from https://www.ctc.ca.gov/docs/default-

source/educator- prep/standards/adopted-tpes-2013.pdf

Jung, E., Brown, E. T., & Karp, K. S. (2014). Role of teacher characteristics

and school resources in

early mathematics learning. Learning Environments Research, 17(2),

209-228. doi:http://dx.doi.org.nuls.idm.oclc.org/10.1007/s10984-

014-9159-9