Instructional Guidance and Realism of Manipulatives Influence Preschool Children’s Mathematics Learning

• In Event: Roundtable Session 2
  In Roundtable Session: Roundtable: Mathematics Teaching and Learning in Early Childhood

Abstract

In order to improve achievement in mathematics, researchers and practitioners often recommend instructional strategies that capitalize on the assumed benefits of concrete representations. Recent research has indicated that instructional context and type of manipulative moderate the effectiveness of manipulatives. To better understand the environment that must be present in order for manipulatives to be effective the present study examines the relationships between two instructional characteristics: instructional guidance and type of manipulative used during learning. Results from the randomized experiment with preschoolers (N = 72) indicate that the use of manipulatives is most effective when integrated in instructional scenarios that offer high levels of support. In addition, depending on level of guidance and learning outcome, realistic manipulatives had differential effects.

Authors

• Kira Joy Carbonneau, University of New Mexico

• Scott C. Marley, Arizona State University - Tempe