The Effect of Manipulatives on Mathematics Achievement across Different Learning Styles

Autor/in	Kablan, Zeynel
Titel	The Effect of Manipulatives on Mathematics Achievement across Different Learning Styles
Quelle	In: Educational Psychology, 36 (2016) 2, S.277-296 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0144-3410
DOI	10.1080/01443410.2014.946889
Schlagwörter	Manipulative Materials; Mathematics Achievement; Cognitive Style; Mathematics Instruction; Teaching Methods; Lecture Method; Conventional Instruction; Time Factors (Learning); Grade 7; Measures (Individuals); Statistical Analysis; Learning Style Inventory + Suchen Sie Ihr Suchwort? Hilfsmittel; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Cognitive styles; Kognitiver Stil; Mathematics lessons; Mathematikunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; School year 07; 7. Schuljahr; Schuljahr 07; Messdaten; Statistische Analyse
Abstract	The current study investigates the influence of manipulatives used in combination with traditional approaches to mathematics education and how varying amounts of time spent on manipulative use influence student achievement across different learning styles. Three learning environments were created that incorporated varying proportions of traditional teaching approaches and manipulative methods. In one of the learning environments, the teacher used strictly lecture- and exercise-based teaching activities, which are more conducive to abstract learning. Abstract learners showed higher academic performance compared with concrete learners in the environment where only traditional methods were used. For the other two environments, which utilised varying combinations of manipulative tools and traditional methods, the differences in the mathematics achievement levels among students of varying learning styles were not statistically significant. The study also showed that concrete learners demonstrated higher performance in mathematics when manipulatives were used than did their counterparts in the environment where only abstract activities were used; however, in the third learning environment, increasing the amount of manipulative use did not provide an extra benefit to concrete learners. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01