Manipulative Use and Elementary School Students’ Mathematics Learning
Document Type
Article
Publication Date
12-2017
Abstract
Using data from the Early Childhood Longitudinal Study (ECLS) 1998/1999, we examine the relationship between elementary students’ (K–5) manipulative use and mathematics learning. Using a cross-sectional correlational analysis, we found no relationship between manipulative use and student mathematics achievement. However, using a longitudinal analysis, we documented a positive relationship between manipulative use and student mathematics learning during their elementary school years (K–5). From a teaching and learning perspective, these findings provide important evidence of the influence of long-term manipulative use on students’ overall learning. From policy and methodological perspectives, these findings provide evidence for the importance of modeling student learning (as opposed to achievement) when studying the effectiveness of instructional strategies.
Publication Information
Uribe-Flórez, Lida J. and Wilkins, Jesse L. M.. (2017). "Manipulative Use and Elementary School Students’ Mathematics Learning". International Journal of Science and Mathematics Education, 15(8), 1541–1557. https://doi.org/10.1007/s10763-016-9757-3