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ERIC Number: ED571681
Record Type: Non-Journal
Publication Date: 2016
Pages: 217
Abstractor: As Provided
Reference Count: N/A
ISBN: 978-1-3397-3562-7
How Do Manipulatives Help Students Communicate Their Understanding of Double-Digit Subtraction?
Abi-Hanna, Rabab
ProQuest LLC, Ed.D. Dissertation, Montclair State University
Multi-digit subtraction is difficult for students to learn. The purpose of this study is to explore how second-grade students communicate their understanding of double-digit subtraction through the use of manipulatives/tools. This qualitative study reports on six case studies of second-grade students where clinical interviews were the main source of data. Findings suggest that manipulatives/tools helped reveal cognitive constructs and difficulties that the handwritten algorithms were not conveying. For example, students who exhibited an understanding of the subtraction process had not yet developed an understanding of ten and 10 ones interchangeability. These results highlight the potential role of manipulatives/tools as communication tools that help reveal students' actual cognitive development. Implications to research and practice in relation to students' learning trajectories are discussed. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page:]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site:
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Grade 2; Primary Education; Elementary Education; Early Childhood Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A