ABSTRACT

This research examined whether children’s construals of mathematical manipulatives – as toys or as tools for doing mathematics – influenced their learning from a lesson with the manipulatives. Children (grades 2 and 3) were presented with a set of buckets and beanbags, and they were either given no information about the manipulatives (control) or were told that the manipulatives could be used for playing a game, for doing mathematics, or both. The manipulatives were then used in a lesson about mathematical equivalence. Participants who were instructed to view the manipulatives as math tools performed better on measures of learning, transfer, and conceptual knowledge than did participants who were not instructed to view the manipulatives in this way.

摘要

这项研究检查了儿童的数学操作教学法（作为玩具或做数学的工具）是否影响了他们从该课程中学到的知识。向儿童（2年级和3年级）提供了一组水桶和豆袋，他们没有获得有关操纵（控件）的信息，或者被告知可以将操纵物用于玩游戏，做数学或两者兼而有之。然后在关于数学对等的课程中使用这些操作。被指示将操纵物视为数学工具的参与者在学习，迁移和概念知识的度量方面比未被指示以这种方式观察操纵物的参与者表现更好。