Supporting Kindergarten Children's Dual Representation: Meaningful Use of Mathematics Manipulatives

• In Event: Roundtable Session 51
  In Roundtable Session: Research in Early Childhood Mathematics Education

Abstract

We explored the instructional conditions that support the development of children’s dual representation (DeLoache, 1995) of mathematics manipulatives and the moderating effects of prior knowledge. Explicit instruction on using base-ten blocks as representations of quantity was delivered over six lessons in two kindergarten classrooms. The participants’ (N = 12) understanding of the blocks was assessed after each lesson and an application task measuring performance in a novel context was administered at the end of the unit. Meaningful use of the blocks increased steadily from lesson to lesson, with explicit instruction most beneficial for the students with lower prior knowledge. Students with higher prior knowledge were better able to transfer their learning and demonstrated superior performance on the application task.

Authors

• Helena P. Osana, Concordia University

• Nicole Pitsolantis, Concordia University