The Efficacy of Math Concrete Manipulatives on Retention Outcomes: A Replication and Extension Meta-Analysis

• In Event: Research Syntheses Advancing Knowledge on Cognition and Motivation in Diverse Learning Contexts

Abstract

Concrete math manipulatives such as tiles, and blocks are frequently used to support k-12 students’ acquisition of math concepts. Over the last decade, research examining the effectiveness of learning math with concrete manipulatives in comparison with abstract math symbols has grown exponentially. This meta-analysis re-examined how using concrete manipulatives influences math retention outcomes by synthesizing the effect of 40 studies that yielded 64 effect sizes. A random-effects multivariate model with robust variance estimates revealed that learning concrete math manipulatives produced a statistically significant effect on retention outcomes (g = 0.35, p < .001). Moderator analyses revealed concrete manipulatives were more beneficial for non-U.S. samples. Further moderator analyses and implications for theory and practice will be discussed.

Authors

• Rachel Min Wong, University of Tennessee

• Kira J. Carbonneau, Washington State University

• Hongyan Yang, University of Tennessee