Author Information

Jade Monte


Pre-existing literature has shown that the education system needs to re-evaluate mathematical teaching practices in a manner that can boost students’ confidence in mathematics. This research investigates the use of manipulatives in reducing students’ anxiety by increasing their learning experience and engagement in mathematics. The purpose of this article is to explain the interconnectedness of math manipulatives, student engagement, and problem-solving. When manipulatives, student engagement, and problem-solving are in harmony, students can achieve intellectual comprehension of abstract mathematical concepts. The article concludes with a list of recommendations to strengthen mathematical teaching practices.

Note on the Author

Jade Monte is double majoring in Elementary Education and Mathematics. Her two-semester thesis was completed in the 2020-2021 academic year under the mentorship of Dr. Jacquelynne Boivin (Elementary & Early Childhood Education) and Dr. Nguyenho Ho (Mathematics). Jade plans to pursue a master’s degree in Education after graduation and then teach at a school on Cape Cod.

Rights Statement

Articles published in The Undergraduate Review are the property of the individual contributors and may not be reprinted, reformatted, repurposed or duplicated, without the contributor’s consent.