Counting With Real Coins: Does the Perceptual Richness of Manipulative Money Influence Student Learning?

• In Event: 18.071 - Roundtable Session 5
  In Roundtable Session: 18.071-12 - Teacher and Student Learning in the Math Classroom

Abstract

Educators and researchers recommend instructional strategies that utilize concrete representations (i.e., manipulatives) to improve student achievement in mathematics. Prior research indicates that perceptual qualities of concrete representations are associated with differential learning outcomes (Carbonneau, Marley & Selig, 2013). This study examines the relationships between perceptual qualities of manipulative money with second grade students learning how to count money. Results from the randomized experiment (N = 23) indicate that realistic manipulative money may be detrimental to student learning. Both theoretical and practical implications are discussed.

Authors

• Carlos Joe Anguiano, Washington State University

• Kira Joy Carbonneau, Washington State University - Pullman