Does Conceptual Transparency in Manipulatives Afford Place-Value Understanding in Children at Risk for Mathematics Learning Disabilities?

Autor/inn/en	Lafay, Anne; Osana, Helena P.; Levin, Joel R.
Titel	Does Conceptual Transparency in Manipulatives Afford Place-Value Understanding in Children at Risk for Mathematics Learning Disabilities?
Quelle	In: Learning Disability Quarterly, 46 (2023) 2, S.92-105 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Lafay, Anne)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0731-9487
DOI	10.1177/07319487221124088
Schlagwörter	Manipulative Materials; Mathematics Instruction; Number Concepts; At Risk Students; Learning Disabilities; Grade 2; Elementary School Students; Cognitive Ability; Foreign Countries; Concept Formation; Student Characteristics; Numeracy; Mathematics Skills; Canada + Suchen Sie Ihr Suchwort? Hilfsmittel; Mathematics lessons; Mathematikunterricht; Number concept; Zahlbegriff; Learning handicap; Lernbehinderung; School year 02; 2. Schuljahr; Schuljahr 02; Denkfähigkeit; Ausland; Concept learning; Begriffsbildung; Rechenkompetenz; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Kanada
Abstract	We investigated the effect of conceptual transparency in the physical structure of manipulatives on place-value understanding in typically developing children and those at risk for mathematics learning disabilities. Second graders were randomly assigned to one of three manipulatives conditions: (a) attachable beads that did not make the denominations or ones in the denominations transparent, (b) pipe cleaners that made only the denominations transparent, and (c) string beads that made both the denominations and the ones in the denominations transparent. Participants used the manipulatives to represent double- and triple-digit numerals. Statistical analyses indicated that the transparency of the denominations, but not the transparency of the ones in the denominations, is responsible for children's number representation and place-value understanding. Descriptive analyses of their responses revealed that the at-risk children were at a greater disadvantage than their typically developing peers with the attachable beads, failing to use place-value concepts to interpret their representations. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01