A meta-analysis of the efficacy of teaching mathematics with concrete manipulatives

By K. Carbonneau, Scott C. Marley, J. Selig. 2013

498 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education, Statistics and Probability

View Paper: https://www.semanticscholar.org/paper/a12dde2dadd78449bdcbf1e44439230b1d6ce26d

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In Developmental and Educational Psychology

In Education

In Statistics and Probability

Citations in the corpus

Schema-Based Instruction With Concrete and Virtual Manipulatives to Teach Problem Solving to Students With Autism (2017, background): “In a meta-analysis of the effects of concrete manipulatives versus abstract symbols alone, Carbonneau, Marley, and Selig (2012) found instruction with manipulatives produced a medium sized effect on student learning.”
Immersive virtual reality increases liking but not learning with a science simulation and generative learning strategies promote learning in immersive virtual reality. (2020, background): “Most of the current research investigating the efficacy of enactment has been conducted in combination with a classroom lesson without any multimedia technology (Carbonneau et al., 2013; Cook, Mitchell, & Goldin- Meadow, 2008; Fujimura, 2001; Glenberg, Goldberg, & Zhu, 2011).”
Eight Ways to Promote Generative Learning (2016, background): “…that represent problem-solving strategies in math (e.g., Cook et al. 2008), to manipulate objects—sometimes referred to as concrete manipulatives (Carbonneau et al. 2013)—to physically act out events described in a text (e.g., Glenberg et al. 2004), or to represent abstract math concepts (e.g.,…”
A Meta-Analysis of Single-Case Research Using Mathematics Manipulatives With Students At Risk or Identified With a Disability (2020, methodology): “Using manipulatives during mathematics instruction is recommended as best practice in general education (e.g., The National Mathematics Advisory Panel, 2007), educational psychology (e.g., Carbonneau et al., 2013), and special education (e.g., Bouck & Park, 2018).”
What Makes Mathematics Manipulatives Effective? Lessons From Cognitive Science and Montessori Education (2015, background): “indicated that instruction with manipulatives was least effective for children between the ages of 3 and 6 years, with very small and sometimes negative effects (Carbonneau et al., 2013).”