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Effects of Manipulative Materials in Mathematics Instruction
Abstract
Using meta-analysis, the results of 60 studies were combined to determine the effectiveness of mathematics instruction with manipulative materials. Students ranged in age from kindergarteners to college-age adults and studied a variety of mathematics topics. Results showed that mathematics achievement is increased through the long-term use of concrete instructional materials and that students' attitudes toward mathematics are improved when they have instruction with concrete materials provided by teachers knowledgeable about their use. Instruction with pictures and diagrams did not appear to differ in effectiveness from instruction with symbols.
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Cited by
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Learning and Teaching With Understanding
Hiebert, J., & Carpenter, T. P. (2006) · Handbook of Research on Mathematics Teaching and Learning · doi:10.1108/978-1-60752-874-620251006 · Cited by 964
Numerical Magnitude Representations Influence Arithmetic Learning
Booth, J. L., & Siegler, R. S. (2008) · Child Development · doi:10.1111/j.1467-8624.2008.01173.x · Cited by 601
Are We Having Fun Yet? How Teachers Use Manipulatives to Teach Mathematics
Moyer, P. S. (2001) · Educational Studies in Mathematics · doi:10.1023/a:1014596316942 · Cited by 372
Martin, T., & Schwartz, D. L. (2005) · Cognitive Science · doi:10.1207/s15516709cog0000_15 · Cited by 288
Metadata
- Authors
- Sowell, E. J.
- Venue
- Journal for Research in Mathematics Education
- Published
- 1989-11
- Volume
- 20
- Issue
- 5
- Pages
- 498
- ISSN
- 0021-8251 (ISSN-L)
- OpenAlex
- W1995478264
- Cited by
- 353
- References
- 0
- FWCI
- 12.58
- Type
- journal article
- Language
- en
- Open access
- closed
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