Abstract

This systematic review examines the use of concrete material in mathematics learning. The concrete material has been used in different educational contexts to promote the understanding of mathematical concepts, improve the appropriation of concepts and motivate students. The most relevant studies published in the last five years are examined, identifying the different types of concrete material used, as well as their effectiveness in improving the learning of mathematics. The results suggest that the use of concrete material may be beneficial for the learning of mathematics, but it opens the possibility of more studies to expand these conclusions and establish what type of concrete material is more effective in different educational situations, including in this view the virtual manipulatives.