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NCAC: Research & Solutions: Curriculum: References: Manipulatives

Manipulatives

Prepared by Roxanne Ruzic and Kathy O'Connell

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Manipulatives are objects that are used to convey abstract ideas or concepts.

Manipulatives include an array of items such as tangrams, number cubes, 3-D models, topographical globes, puzzle maps, story-character puppets, and word or letter cards.

Evidence of effectiveness

Only a limited number of research studies have been published on the use of manipulatives in classrooms (we identified fourteen). Those studies we did locate primarily examined the use of manipulatives in general education classroom settings, and found that use of manipulatives compared with traditional instruction typically had a positive effect on student achievement.

All four studies we located that examined the use of manipulatives by students with learning disabilities found positive effects on student achievement. A few studies on the use of manipulatives by students described as low achievers, "at-risk," or those having behavior problems have found positive effects on achievement, and a study examining the use of manipulatives by students with limited English proficiency also found that the use of manipulatives was associated with increased achievement.

The studies we reviewed examined students at the elementary (primarily upper elementary) and middle school levels. No studies were conducted with high school students. All studies but one investigated the use of manipulatives in math and science content areas. Studies examined the use of manipulatives with individuals, with small groups of students, and with whole classes.

Some of the studies included in this review have significant methodological drawbacks, such as small sample sizes and lack of a control group, which makes it difficult to draw definitive conclusions about the effect of the use of manipulatives in classrooms. In addition, no study found that the use of manipulatives results in long-term academic gains, and the small number of studies conducted overall makes any conclusions about the usefulness of manpulatives preliminary.

Still, while this research evidence is not conclusive, it suggests that manipulatives may be a helpful tool for some student populations, especially elementary and middle school students who may have difficulty with abstract concepts in math and science content areas (for instance, students with certain learning disabilities).

Manipulatives Data Tables

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Manipulatives References

Bottge, B. A., & Hasselbring, T. S. (1993). A comparison of two approaches for teaching complex, authentic mathematics problems to adolescents in remedial math classes. Exceptional Children, 59(6), 556-566.

Cohen, H. G. (1982). Relationship between locus of control and the development of spatial conceptual abilities. Science & Education, 66(4), 635-642.

Cohen, H. G. (1992). Two teaching strategies: Their effectiveness with students of varying cognitive abilities. School Science & Mathematics, 92(3), 126-132.

Gersten, R. (1998). Recent advances in instructional research for students with learning disabilities: An overview. Learning Disabilities Research & Practice, 13(3), 162-170.

Goldman, S. R., Petrosino, A. J., Sherwood, R. D., Garrison, S., Hickey, D., Bransford, J. D., & Pellegrino, J. W. (1996). Anchoring science instruction in multimedia learning environments. In S. Vosniadou, E. De Corte, R. Glaser, & H. Mandl (Eds.), International perspectives on the psychological foundations of technology-supported learning environments (pp. 257-284). Hillsdale, NJ: Erlbaum.

Hiebert, J., Wearne, D., & Taber, S. (1991). Fourth graders' gradual construction of decimal fractions during instruction using different physical representations. The Elementary School Journal, 91(4), 321-341.

Marsh, L. G., & Cooke, N. L. (1996). The effects of using manipulatives in teaching math problem solving to students with learning disabilities. Learning Disabilities Research & Practice, 11(1), 58-65.

Mastropieri, M. A., Scruggs, T. E., & Shiah, S. (1991). Mathematics instruction for learning disabled students: A review of research. Learning Disabilities Research & Practice, 6(2), 89-98.

Meyer, D. K., Turner, J. C., & Spencer, C. A. (1997). Challenge in a mathematics classroom: Students' motivation and strategies in project-based learning. The Elementary School Journal, 97(5), 501-521.

Mokros, J. R., & Tinker, R. F. (1987). The impact of microcomputer-based labs on children's ability to interpret graphs. Journal of Research in Science Teaching, 24(4), 369-383.

Paris, S. G., Yambor, K. M. P., & Wai-Ling, B. (1998). Hands-on biology: A museum- school-university partnership for enhancing students' interest and learning in science. The Elementary School Journal, 98(3), 267-288.

Park, J. C. (1993). Time studies of fourth graders generating alternative solutions in a decision-making task using models and computer simulations. Journal of Computing in Childhood Education, 4(1), 57-76.

Ritchie, D., & Volkl, C. (2000). Effectiveness of two generative learning strategies in the science classroom. School Science and Mathematics, 100(2), 83-89.

Sitman, F. X., Bruce, M. H., May, P. N., McConaghy, R., & Nolt, S. K. (1997). Hands-on science and basic skills learning by culturally and academically diverse students: A test of the IALs. Journal of Curriculum and Supervision, 12(4), 356-366.