In this chapter, research from multiple authors will provide supporting answers for my research question, how do games and manipulatives impact students' interest in Mathematics?, how do games and manipulatives impact students' performances in Mathematics?, and what are the benefits of using games and manipulatives when teaching fractions? Based on research thus far manipulative and games improve students’ interest and performance, while some researchers don’t see a significance difference in manipulatives increasing students interest in mathematics. (Kontaş) (2016).I found that manipulatives were proven to assist in helping students in building conceptual understanding, and eliminate misconception in mathematics.

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. In addition, McLaren, Adams, Mayer, and Forlizzi (2017) in their research which confirms that learning games foster students’ performance. Larbi and Mavis (2016) conducted a research on 56 students who were purposely selected from two towns within the Komenda Edina Eguafo Abirem municipality in which the findings stated that the use of manipulative in mathematics increase students’ performance. Furthermore, Aburime (2007) who studied 287 high schools in Edo State of Nigeria on how manipulatives affect the mathematics achievement of students in Nigerian schools, authenticate the claim that students taught with simple improved geometric manipulatives performed much better than other

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In a research conducted by McLaren, Adams, Mayer, and Forlizzi (2017) conducted a research on 213 participants from two middle schools (one urban, one suburban) in the U.S. The study showed that students make fewer mistakes when using educational games than the conventional instructional approach. Michael (2016), lamented that the nature of mathematical games provide the potential of helping learners to conceptualize mathematics as being transparent and the concepts as being interrelated. Also, it increase students understanding of mathematics. The usage of manipulatives is beneficial for concretizing abstract topics, an increased usage of manipulatives in teaching-learning processes can be suggested. (Kontaş 2016). Larbi and Mavis (2016) conducted a research on 56 students in Komenda Edina Eguafo Abirem municipality which support the claim that the use of the algebra tiles enabled students to demonstrate proficient skills in factoring algebraic expression. Also, Almeda, Cruz, and Dy (2013) who studied a class of first year high school students from Ramon Magsaysay High School, on addressing students’ misconceptions and developing their conceptual understanding and procedural skills on Fractions using manipulative materials substantiates the claim that using manipulatives helps to address students’ misconception helped in developing their conceptual understanding