The Effect of Epistemic Fidelity and Accessibility on Teaching with Physical Materials: A Comparison of Two Models for Teaching Decimal Numeration.

Stacey, Kaye; Helme, Sue; Archer, Shona; Condon, Caroline

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Peer reviewed

ERIC Number: EJ645975

Record Type: CIJE

Publication Date: 2001

Pages: N/A

Abstractor: N/A

ISBN: N/A

ISSN: ISSN-0013-1954

EISSN: N/A

The Effect of Epistemic Fidelity and Accessibility on Teaching with Physical Materials: A Comparison of Two Models for Teaching Decimal Numeration.

Stacey, Kaye; Helme, Sue; Archer, Shona; Condon, Caroline

Educational Studies in Mathematics, v47 n2 p199-221 2001

Reports on a study comparing the use of Multi-base arithmetic blocks (MAB) and an alternative, LAB (linear arithmetic blocks) on the basis of epistemic fidelity and accessibility for students. Use of LAB was associated with more active engagement by students and deeper discussion. (Author/MM)

Descriptors: Arithmetic, Elementary Education, Epistemology, Manipulative Materials, Mathematical Models, Mathematics Education

Publication Type: Journal Articles; Reports - Research

Education Level: N/A

Audience: N/A

Language: English

Sponsor: N/A

Authoring Institution: N/A

Grant or Contract Numbers: N/A

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