Future Directions for Theory and Research with Instructional Manipulatives:Commentary on the Special Issue Papers

Marley, Scott C.; Carbonneau, Kira J.

doi:10.1007/s10648-014-9259-1

Cited by 15 publications

(9 citation statements)

References 61 publications

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“…All three students were more effective in solving the problems with the manipulatives than during baseline. Hence, this study supports the existing literature recommending the use of manipulatives for students with disabilities as well as all students in general (Lai & Berkeley, 2012; Maccini & Gagnon, 2000; Marley & Carbonneau, 2014). Another implication is that app-based manipulatives can be a tool to support students with mild intellectual disability and learning disabilities in solving problems involving adding fractions with unlike denominators.…”

Section: Discussionsupporting

confidence: 87%

Adding It Up

Bouck

Shurr

Bassette

et al. 2018

J Spec Educ Technol

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Manipulatives are a common tool in mathematics teaching and learning, including for students with disabilities. The most common manipulatives are concrete manipulatives, yet app-based manipulatives are a viable age-appropriate option for secondary students with disabilities. Through an adapted alternating treatment design with three middle school students—two with mild intellectual disability and one with a learning disability, researchers explored the impact of virtual and concrete manipulatives on students’ accuracy, independence, and task completion time for solving addition of fractions with unlike denominators. Students were equally successful in terms of accuracy and differences with independence were minimal. When comparing the two manipulative types, the results were idiosyncratic; two students were more independent with the concrete manipulative and one with the app-based manipulative. Implications for research regarding mathematics instruction and use of concrete and app-based manipulatives are discussed.

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Section: Discussionsupporting

confidence: 87%

Adding It Up

Bouck

Shurr

Bassette

et al. 2018

J Spec Educ Technol

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“…Concreteness fading instructional strategy is a promising and sustainable instructional strategy for fostering students' conceptual understanding, especially for students with different learning strategies in mathematics. Although this is a high school case, so we may need more cases at different school levels, there are more empirical studies to support this promising strategy (e.g., [29,31,32]). I do not argue that this strategy is a panacea.…”

Section: Conclusion and Discussionmentioning

confidence: 99%

Concreteness Fading Strategy: A Promising and Sustainable Instructional Model in Mathematics Classrooms

Kim

2020

Sustainability

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Conceptual understanding has been emphasized in the national curriculum and principles and standards across nations as it is the key in mathematical learning. However, mathematics instruction in classrooms often relies on rote memorization of mathematical rules and formulae without conceptual connections. This study considers the concreteness fading instruction strategy—starting with physical activities with manipulatives and gradually fading concreteness to access abstract concepts and representations—as a promising and sustainable instructional model for supporting students in accessing conceptual understanding in mathematics classrooms. The results from the case study support the validity of the concreteness fading framework in providing specific instructional strategies in each phase of concept development. This study implies the development of sustainable teacher education and professional development by providing specific instructional strategies for conceptual understanding.

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“…This continuum identifies the different levels of support that manipulatives provide when children learn new concepts. Children move from concrete representations that require object manipulation to simulated experiences (Marley & Carbonneau, 2014). Our results suggest that children aged 2;6 have sufficient experience with their bodies and with familiar objects to represent unfamiliar verbs by observing actions.…”

Section: Discussionmentioning

confidence: 99%

“…Biazak et al , 2010; Glenberg, Gutierrez, Levin, Japuntich & Kaschak, 2004). These studies suggest a continuum for the level of support provided by manipulatives (Marley & Carbonneau, 2014). The continuum's easy end includes having children physically manipulate objects (such as doll-agents), followed by having children observe others use manipulatives.…”

Section: Introductionmentioning

confidence: 99%