Instructional Guidance and Realism of Manipulatives Influence Preschool Children's Mathematics Learning

Autor/inn/en	Carbonneau, Kira J.; Marley, Scott C.
Titel	Instructional Guidance and Realism of Manipulatives Influence Preschool Children's Mathematics Learning
Quelle	In: Journal of Experimental Education, 83 (2015) 4, S.495-513 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0973
DOI	10.1080/00220973.2014.989306
Schlagwörter	Mathematics Instruction; Manipulative Materials; Preschool Children; Teaching Methods; Correlation; Control Groups; Experimental Groups; Comparative Analysis; Direct Instruction; Concept Formation; Transfer of Training; Learning Activities; Preschool Education; Pretests Posttests; Mathematical Concepts; Knowledge Level; Factor Analysis + Suchen Sie Ihr Suchwort? Mathematics lessons; Mathematikunterricht; Hilfsmittel; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Teaching method; Lehrmethode; Unterrichtsmethode; Korrelation; Direct instructional procedues; Direct instructional approach; Unterrichtsverfahren; Concept learning; Begriffsbildung; Training; Transfer; Ausbildung; Lernaktivität; Wissensbasis; Faktorenanalyse
Abstract	Educators often use manipulatives when teaching mathematics because manipulatives are assumed to promote learning. However, research indicates that instructional variables impact the effectiveness of manipulatives. In this article, the authors consider the relations between two instructional characteristics: (a) level of instructional guidance and (b) perceptual qualities of manipulatives. Results from the randomized experiment with preschoolers (N = 72) suggest that learning is improved when instruction is conducted with high levels of instructional guidance and is impacted by the perceptual qualities of manipulatives. Perceptually rich manipulatives decreased learner performance on outcomes associated with conceptual knowledge and improved performance on transfer of learning. In addition, transfer was positively affected by perceptually rich manipulatives when low levels of instructional guidance were present. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2022/4/11