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To promote the implementation of manipulatives into mathematics instruction, this research project examined how the instructional practices of four Grade 9 applied mathematics teachers related to their beliefs about the use of manipulatives in teaching mathematics, its effects on students' learning, and enabling and disabling factors. Teacher questionnaire and observation field notes were used to collect data concerning the teachers' beliefs and possible changes in their beliefs about the use of manipulatives after participating in training and practising their pilot lesson plans over the course of more than 20 weeks. The results have indicated that the teachers showed more desire to use manipulatives in their teaching as the project and the training were progressing. Teachers have also reported that the use of manipulatives had some direct effect on the students' learning, in particular, on the struggling students; however, its major effect was on creating an environment that facilitated students' learning through different methods of engagement.

To promote the implementation of manipulatives into mathematics instruction, this research project examined how the instructional practices of four Grade 9 applied mathematics teachers related to their beliefs about the use of manipulatives in teaching mathematics, its effects on students' learning, and enabling and disabling factors. Teacher questionnaire and observation field notes were used to collect data concerning the teachers' beliefs and possible changes in their beliefs about the use of manipulatives after participating in training and practising their pilot lesson plans over the course of more than 20 weeks. The results have indicated that the teachers showed more desire to use manipulatives in their teaching as the project and the training were progressing. Teachers have also reported that the use of manipulatives had some direct effect on the students' learning, in particular, on the struggling students; however, its major effect was on creating an environment that facilitated students' learning through different methods of engagement.

To promote the implementation of manipulatives into mathematics instruction, this research project examined how the instructional practices of four Grade 9 applied mathematics teachers related to their beliefs about the use of manipulatives in teaching mathematics, its effects on students' learning, and enabling and disabling factors. Teacher questionnaire and observation field notes were used to collect data concerning the teachers' beliefs and possible changes in their beliefs about the use of manipulatives after participating in training and practising their pilot lesson plans over the course of more than 20 weeks. The results have indicated that the teachers showed more desire to use manipulatives in their teaching as the project and the training were progressing. Teachers have also reported that the use of manipulatives had some direct effect on the students' learning, in particular, on the struggling students; however, its major effect was on creating an environment that facilitated students' learning through different methods of engagement.