What Makes Mathematics Manipulatives Effective? Lessons From Cognitive Science and Montessori Education

Elida V. Laski, Jamilah R. Jor’dan, Carolyn Daoust and Angela K. Murray

SAGE Open, 2015, vol. 5, issue 2, 2158244015589588

Abstract: Manipulatives are ubiquitous in early childhood classrooms; yet, findings regarding their efficacy for learning mathematics concepts are inconsistent. In this article, we present four general principles that have emerged from cognitive science about ways to ensure that manipulatives promote learning when used with young children. We also describe how Montessori instruction offers a concrete example of the application of these principles in practice, which may, in turn, explain the high levels of mathematics achievement among children who attend Montessori programs during early childhood. The general principles and concrete examples presented in this article should help early childhood programs maximize the benefits of using manipulatives for developmentally appropriate mathematics instruction.

Keywords: manipulatives; Montessori; mathematics; materials; cognitive science (search for similar items in EconPapers)
Date: 2015
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Citations: View citations in EconPapers (3)

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Persistent link: https://EconPapers.repec.org/RePEc:sae:sagope:v:5:y:2015:i:2:p:2158244015589588

DOI: 10.1177/2158244015589588

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