ERIC Number: EJ1161247
Record Type: Journal
Publication Date: 2017-Dec
Abstractor: As Provided
Manipulative Use and Elementary School Students' Mathematics Learning
Uribe-Flórez, Lida J.; Wilkins, Jesse L. M.
International Journal of Science and Mathematics Education, v15 n8 p1541-1557 Dec 2017
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.
Descriptors: Correlation, Elementary School Students, Manipulative Materials, Children, Longitudinal Studies, Surveys, Case Studies, Mathematics Instruction, Mathematics Achievement, Teaching Methods, Educational Policy, Learning Processes
Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: email@example.com; Web site: http://www.springerlink.com
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education
Authoring Institution: N/A
Identifiers - Assessments and Surveys: Early Childhood Longitudinal Survey
Grant or Contract Numbers: N/A