Promoting Conceptual Foundations of Manipulatives for Elementary Mathematics Instruction

In a class of beginning second graders, children explained with these typical replies how they solved the number fact 8 + 7: “I know 7 + 7 is 14, and 1 more is 15”; “8 + 2 makes 10. But 7 has 5 more, so the answer is 15”; and “I just knew the answer was 15.” Teaching basic number facts like 8 + 7 has been a goal of elementary mathematics instruction for more than 100 years and continues to be important today.

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The importance of structure, clarity, representation, and language in elementary mathematics instruction

Investigations in Mathematics Learning ◽

10.1080/19477503.2017.1375354 ◽

2017 ◽

Vol 10 (2) ◽

pp. 106-127 ◽

Cited By ~ 1

Author(s):

Holly Henderson Pinter ◽

Eileen G. Merritt ◽

Robert Q. Berry ◽

Sara E. Rimm-Kaufman

Keyword(s):

Mathematics Instruction ◽

Elementary Mathematics ◽

Elementary Mathematics Instruction

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Relationships between Observations of Elementary Mathematics Instruction and Student Achievement: Exploring Variability across Districts

American Journal of Education ◽

10.1086/692662 ◽

2017 ◽

Vol 123 (4) ◽

pp. 615-646 ◽

Cited By ~ 9

Author(s):

Kathleen Lynch ◽

Mark Chin ◽

David Blazar

Keyword(s):

Student Achievement ◽

Mathematics Instruction ◽

Elementary Mathematics ◽

Elementary Mathematics Instruction

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Brief Reports: Nongraded Instruction, Mathematics Ability, and Mathematics Achievement in Elementary Schools

Journal for Research in Mathematics Education ◽

10.5951/jresematheduc.13.1.0061 ◽

1982 ◽

Vol 13 (1) ◽

pp. 61-66

Author(s):

E. Murray Rudisill ◽

Betty H. Yarborough ◽

Roger A. Johnson

Keyword(s):

Elementary Schools ◽

Mathematics Achievement ◽

Mathematics Instruction ◽

Elementary Mathematics ◽

Relative Effectiveness ◽

Control Groups ◽

Mathematics Ability ◽

Elementary Mathematics Instruction ◽

And Mathematics ◽

Experimental Group

This study was designed to determine the relative effectiveness of a nongraded approach to elementary mathematics instruction and a traditional graded approach by comparing an experimental group of pupils who had had six years of nongraded mathematics instruction with three control groups who had had six years of traditional graded mathematics instruction.

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