Abstract

This research is a reflection on the use of manipulative, examining whether they can intervene in the cognitive development and the process of teaching and learning mathematics. Our proposal is to identify: What elements that can elucidate the process of teaching and learning with the use of manipulative in mathematics lessons? This work is based on a qualitative approach, which initially presents bibliographic character. The technique used is the case study, research was conducted in a room 5th year of elementary school to a Public School Hall of Quirinópolis, focusing on the teacher. Therefore, it should be noted that the analysis of data showed that teachers in their education are not prepared to use manipulative because although they have their potential, their use should be considered and planned for it to be able to produce significant results. However, we believe that the relevance of this research will contribute to the debate about their use in mathematics education.