A Meta-Analysis of Activity-Based Mathematics Teaching Strategies

• In Event: Poster Session 7
  In Poster Session: Mathematics Curriculum and Instructional Practice

Abstract

The present paper reports the results of a meta-analysis of instructional strategies that employ concrete manipulatives during mathematics instruction. A systematic search of the literature identified 60 studies examining the use of concrete manipulatives during mathematics instruction. Results of the meta-analysis revealed a significant positive effect size, as measured by Cohen’s d, in favor of manipulatives on measures of student retention and problem solving; yet results for learning as measured by transfer and justification outcome measures were inconclusive. Furthermore, a descriptive analysis of study characteristics indicated that the majority of the summarized studies had methodological weaknesses that limit the ability to make causal claims.

Authors

• Kira Joy Carbonneau, University of New Mexico

• Scott C. Marley, University of New Mexico

• James P. Selig, University of New Mexico