Manipulative materials are seen to be used to assist understanding and learning. The most difficult thing to teach is giving reasons why mathematics is rational. For example, if a number is divided, the result becomes bigger, such as if the number 4 is divided by ½, the result is 8. This makes mathematics learning seem difficult. To show this, it is easier to teach with Manipulative material.

This was stated by Dr. Sugiman, head of the Mathematics Education Department, FMIPA UNY, when welcoming a comparative study of 150 students of STKIP Garut Mathematics Education, on Tuesday, 23/4 in the FMIPA faculty meeting room. On this occasion, the students also saw students from the Mathematics Department of FMIPA, UNY, who were doing practical work on making mathematics manipulative materials in the FMIPA laboratory.

It is said, that in learning, not all students need manipulative materials. For students who have high abilities, learning with manipulative materials can make things complicated. But for students who can't, without manipulative materials they won't reach the abstract stage. So manipulative materials are needed by students who need them.

Learning does not require the use of manipulative materials. If it comes to an abstract mathematical level then manipulative materials are not needed. So it is best to abandon the use of manipulative materials as quickly as possible so that they reach an abstract level.

Some students use manipulative materials for a month before they can do it, there are those who, even if they only look at the manipulative materials once, can still abstract, there are also students who without manipulative materials can already understand. So the level of importance is different. The problem in the field is that many teachers emphasize counting, but rarely apply reasoning, and third-dimensional abilities. (witono)