Equivalence in symbolic and nonsymbolic contexts: Benefits of solving problems with manipulatives.

By J. Sherman, Jeffrey Bisanz. 2009

139 citations recorded by the source corpus.

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

Comparing Four Instructional Techniques for Promoting Robust Knowledge (2015, methodology): “Examples are often given in mathematics where students learn a procedure through practice and then apply that same procedure to a new problem for which the procedure is not appropriate (e.g., Sherman and Bisanz 2009).”
Assessing Knowledge of Mathematical Equivalence: A Construct-Modeling Approach. (2011, background): “Two easier items probed if students could recognize that the equal sign can be used to indicate equivalent values when no operators are involved (Sherman & Bisanz, 2009) and could recognize the equivalence of symbolic expressions (e.g., 5 " 5 is equal to 6 " 4; Rittle-Johnson & Alibali, 1999).”
An Embedded and Embodied Cognition Review of Instructional Manipulatives (2014, background): “…about the role of perceptual and interactive richness are warranted, which has been important for furthering our understanding of learning with manipulatives (Brown et al. 2009; Kaminski et al. 2009a, b; McNeil and Jarvin 2007; Sarama and Clements 2009; Sherman and Bisanz 2009; Uttal et al. 1997).”
A Change–Resistance Account of Children's Difficulties Understanding Mathematical Equivalence (2014, background): “Although these difficulties are common in several countries (DeCorte & Verschaffel, 1981; Humberstone & Reeve, 2008; Jones et al., 2013; Molina, Castro, & Castro, 2009; Sherman & Bisanz, 2009), this review focuses on research conducted in the United States.”