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Tool or Toy? Using Math Manipulatives the DyslexAbility Way.

  • Matthew Xanthopoulos
  • May 28
  • 2 min read

Updated: Jul 29



Math manipulatives often spark mixed feelings from parents. We’re frequently asked: “Will my child actually learn with these, or will they just play?” It’s a valid concern—and one we hear often at DyslexAbility. The truth is, manipulatives can become toys if they’re not used with purpose. But when used intentionally and consistently, they become powerful tools that help neurodiverse learners connect with maths in a concrete, meaningful way.

 

Here’s how we use manipulatives at DyslexAbility—and how you can apply the same principles at home to make maths more accessible, engaging, and successful for your child.


1. Start with the Concrete–Representational–Abstract (CRA) Approach

Maths is full of abstract ideas, which can be especially challenging for dyslexic and neurodiverse learners. That’s why we ground learning in the Concrete–Representational–Abstract approach. It’s a framework that helps students move from hands-on understanding to confident independence.

  • Concrete – We start by physically building problems with blocks, so the concept is seen and touched.

  • Representational – Once the concept makes sense, students draw or represent it visually, linking the object to a symbol – using blocks.

  • Abstract – Finally, they work with just numbers, symbols, and equations, now backed by a strong internal visual understanding.

 

At DyslexAbility, we also use a Build, Write, Say routine to reinforce this progression. Students build the problem, write it out, and explain it aloud—solidifying understanding in multiple ways.


2. Make the Concept-Tool Link Crystal Clear

 

Manipulatives only help if students understand what they represent. That’s why we introduce each tool with clear explanations and model its use step-by-step. For example, when teaching place value, we show how different blocks represent units, tens, and hundreds. Then we let students explore, build numbers themselves, and explain their thinking in their own words. This ensures they’re not just copying a mixture of numbers or equations—they’re understanding.


3. Choose Tools That Focus Attention, Not Distract

 

While cute teddy bear counters or toys might look fun, they can actually divert attention from the concept. At DyslexAbility, we use manipulatives that are simple, clear, and purposefully designed to show maths, not mask it. The goal is to help students focus on the relationship between the object and the maths idea—not the shape, or story attached to the tool.


4. Stick With It—Consistency Builds Confidence

 

Manipulatives are most powerful when used over time. The more familiar a child becomes with their learning tools, the more deeply they understand the maths concepts behind them. That’s why we use consistent manipulatives across multiple topics—from number sense to fractions to algebra—so students build confidence and fluency step by step.


Final Thoughts

 

At DyslexAbility, we see maths manipulatives as more than classroom props—they’re bridges to understanding. Used effectively, they give neurodiverse learners the visual and tactile experiences they need to effectively master maths. So next time you wonder whether it’s a toy or a tool—remember: it’s how you use it that counts.

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