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Theoretical Perspectives and Empirical Evidence Relevant to Classroom Instruction With Manipulatives
Fri, April 4, 8:15 to 9:45am, Marriott, Floor: Fourth Level, Franklin 6Session Type: Symposium
Abstract
Instructional strategies that utilize concrete representations (i.e., manipulatives) are often suggested as efficacious techniques for teaching concepts in science, math and language arts. Often described by practitioners and researchers as “hands-on learning,” these learning strategies emphasize the manipulation of concrete objects to represent abstract concepts. The purpose of this symposium will be to review current theoretical perspectives regarding instructional manipulatives with a focus on application in classroom contexts.
Sub Unit
Chair
Papers
When to Use Manipulatives: A Review of Research on the Effects of Manuipulatives on Learning and Motivation - Daniel M. Belenky, Pearson Education, Inc.; Lennart Schalk, ETH Zurich
Instructional Manipulatives for Learning Concrete and Abstract Content: An Embodied Interaction (Re)View - Wim Pouw, Erasmus University; Tamara Van Gog, Erasmus University; Rolf Zwaan, Erasmus University; Fred Paas, Erasmus University
Taxonomy of Manipulatives in STEM Learning - Andrew T. Stull, University of California - Santa Barbara; Mary Hegarty, University of California - Santa Barbara