This research study examines the teachers’ beliefs about the use of manipulatives in
teaching mathematics and its potential impact on how manipulatives are being implemented in
the classroom. A teachers’ belief regarding manipulatives plays an important role in how they
are implemented in the classroom. There is a considerable amount of literature that outlines the
reasons why manipulatives should be used during mathematical instruction, but there seems to be
a lack of literature concerning how manipulatives are being implemented during mathematical
instruction. The aim of this paper is to provide insight on the different reasons teachers have for
using manipulatives in class. Teacher interviews were used to collect data concerning the
teachers’ beliefs and what their current practices are regarding the use of manipulatives such as
when and how they are used. The results indicated that there are factors such as past experience
that influence how manipulatives are used in the classroom.