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Cognition and Instruction Volume 34, 2016 - Issue 1
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Articles

The Effects of Physical Manipulatives on Children's Numerical Strategies

Andrew ManchesUniversity of EdinburghCorrespondence[email protected]
&
Claire O'MalleyUniversity of Nottingham;University of Nottingham Malaysia Campus
Pages 27-50 | Published online: 12 Feb 2016

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Read on this site (3)

Sebastián Marichal, Andrea Rosales, Fernando González Perilli, Ana Cristina Pires & Josep Blat. (2023) Auditory and haptic feedback to train basic mathematical skills of children with visual impairments. Behaviour & Information Technology 42:8, pages 1081-1109.
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Anne Lafay, Helena P. Osana & Julie Guillan. (2021) Can manipulatives help students in the third and fifth grades understand the structure of word problems?. Educational Psychology 41:9, pages 1180-1198.
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Véronique Cornu, Christine Schiltz, Tahereh Pazouki & Romain Martin. (2019) Training early visuo-spatial abilities: A controlled classroom-based intervention study. Applied Developmental Science 23:1, pages 1-21.
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Articles from other publishers (15)

Luigi F. Cuturi, Sarah CooneyGiulia CappagliFiona N. NewellMonica Gori. (2023) Primary Schoolers' Response to a Multisensory Serious Game on Cartesian Plane Coordinates in Immersive Virtual Reality. Cyberpsychology, Behavior, and Social Networking 26:8, pages 648-656.
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Logan Fiorella. (2023) Making Sense of Generative Learning. Educational Psychology Review 35:2.
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Xiangzi Ouyang, Xiao Zhang & Qiusi Zhang. (2022) Spatial skills and number skills in preschool children: The moderating role of spatial anxiety. Cognition 225, pages 105165.
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Ana Cristina Pires, Ewelina Bakala, Fernando González-Perilli, Gustavo Sansone, Bruno Fleischer, Sebastián Marichal & Tiago Guerreiro. (2022) Learning maths with a tangible user interface: Lessons learned through participatory design with children with visual impairments and their educators. International Journal of Child-Computer Interaction 32, pages 100382.
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Luigi F. Cuturi, Giulia Cappagli, Nikoleta Yiannoutsou, Sara Price & Monica Gori. (2021) Informing the design of a multisensory learning environment for elementary mathematics learning. Journal on Multimodal User Interfaces 16:2, pages 155-171.
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Sofia Tancredi, Rotem Abdu, Dor Abrahamson & Ramesh Balasubramaniam. (2021) Modeling nonlinear dynamics of fluency development in an embodied-design mathematics learning environment with Recurrence Quantification Analysis. International Journal of Child-Computer Interaction 29, pages 100297.
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Shuang Wang, Bi Ying Hu & Xiao Zhang. (2021) Kindergarteners’ spatial skills and their reading and math achievement in second grade. Early Childhood Research Quarterly 57, pages 156-166.
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Sarah Pila, Anne Marie Piper, Alexis Lauricella & Ellen Wartella. (2020) Preschoolers’ STEM Learning on a Haptic Enabled Tablet. Multimodal Technologies and Interaction 4:4, pages 87.
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Jennifer A. Kaminski & Vladimir M. Sloutsky. (2020) The use and effectiveness of colorful, contextualized, student-made material for elementary mathematics instruction. International Journal of STEM Education 7:1.
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Wendy Ross, Frédéric Vallée-Tourangeau & Jo Van Herwegen. (2019) Mental Arithmetic and Interactivity: the Effect of Manipulating External Number Representations on Older Children’s Mental Arithmetic Success. International Journal of Science and Mathematics Education 18:5, pages 985-1000.
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Ana Cristina Pires, Fernando González Perilli, Ewelina Bakała, Bruno Fleisher, Gustavo Sansone & Sebastián Marichal. (2019) Building Blocks of Mathematical Learning: Virtual and Tangible Manipulatives Lead to Different Strategies in Number Composition. Frontiers in Education 4.
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Wilma C.M. Resing, Merel Bakker, Julian G. Elliott & Bart Vogelaar. (2019) Dynamic testing: Can a robot as tutor be of help in assessing children's potential for learning?. Journal of Computer Assisted Learning 35:4, pages 540-554.
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Xiao Zhang & Dan Lin. (2017) Does growth rate in spatial ability matter in predicting early arithmetic competence?. Learning and Instruction 49, pages 232-241.
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Kamariah Abu Bakar. (2017) Young Children’s Representations of Addition in Problem Solving. Creative Education 08:14, pages 2232-2242.
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Dor Abrahamson & Arthur Bakker. (2016) Making sense of movement in embodied design for mathematics learning. Cognitive Research: Principles and Implications 1:1.
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