It Works Both Ways: Transfer Difficulties between Manipulatives and Written Subtraction Solutions

Autores
David, Uttal H.; Amaya, Meredith; Maita, María del Rosario; Liu Hand, Linda; Cohen, Cheryl; O'Doherty, Katherine; Deloache, Judy
Año de publicación
2013
Idioma
inglés
Tipo de recurso
artículo
Estado
versión publicada
Descripción
Three experiments compared performance and transfer among children aged 83-94 months after written or manipulatives instruction on two-digit subtraction. In Experiment 1, all children completed the posttest in a written format, while in Experiment 2, all children took a posttest using manipulatives. Experiment 3 investigated how altered surface features of the blocks affected posttest performance, subtraction strategies and mathematical behaviors. In the first two experiments, children demonstrated performance gains when the posttest format was identical to the instructed format, but failed to demonstrate transfer from the instructed format to an incongruent posttest. Posttest performance in these two experiments provides evidence for bidirectional challenges in transfer between manipulatives and written instruction. In the third experiment, children who learned with standard, unaltered blocks more often used productive problem-solving strategies and engaged in mathematical behaviors significantly more often than children who used blocks with altered surface features. Flexibility and the need to provide explicit links between written and manipulatives instruction are discussed.
Fil: David, Uttal H.. Northwestern University; Estados Unidos
Fil: Amaya, Meredith. Northwestern University; Estados Unidos
Fil: Maita, María del Rosario. Northwestern University; Estados Unidos. Consejo Nacional de Investigaciones Científicas y Técnicas. Centro Científico Tecnológico Rosario. Instituto Rosario de Investigaciones en Ciencias de la Educación; Argentina
Fil: Liu Hand, Linda. Northwestern University; Estados Unidos. University of Iowa; Estados Unidos
Fil: Cohen, Cheryl. Northwestern University; Estados Unidos
Fil: O'Doherty, Katherine. Vanderbilt University; Estados Unidos
Fil: Deloache, Judy. University of Virginia; Estados Unidos
Materia
MANIPULATIVES
INSTRUCTION
MATHEMATICS
Nivel de accesibilidad
acceso abierto
Condiciones de uso
https://creativecommons.org/licenses/by/2.5/ar/
Repositorio
CONICET Digital (CONICET)
Institución
Consejo Nacional de Investigaciones Científicas y Técnicas
OAI Identificador
oai:ri.conicet.gov.ar:11336/3194

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network_name_str CONICET Digital (CONICET)
spelling It Works Both Ways: Transfer Difficulties between Manipulatives and Written Subtraction SolutionsDavid, Uttal H.Amaya, MeredithMaita, María del RosarioLiu Hand, LindaCohen, CherylO'Doherty, KatherineDeloache, JudyMANIPULATIVESINSTRUCTIONMATHEMATICShttps://purl.org/becyt/ford/5.1https://purl.org/becyt/ford/5Three experiments compared performance and transfer among children aged 83-94 months after written or manipulatives instruction on two-digit subtraction. In Experiment 1, all children completed the posttest in a written format, while in Experiment 2, all children took a posttest using manipulatives. Experiment 3 investigated how altered surface features of the blocks affected posttest performance, subtraction strategies and mathematical behaviors. In the first two experiments, children demonstrated performance gains when the posttest format was identical to the instructed format, but failed to demonstrate transfer from the instructed format to an incongruent posttest. Posttest performance in these two experiments provides evidence for bidirectional challenges in transfer between manipulatives and written instruction. In the third experiment, children who learned with standard, unaltered blocks more often used productive problem-solving strategies and engaged in mathematical behaviors significantly more often than children who used blocks with altered surface features. Flexibility and the need to provide explicit links between written and manipulatives instruction are discussed.Fil: David, Uttal H.. Northwestern University; Estados UnidosFil: Amaya, Meredith. Northwestern University; Estados UnidosFil: Maita, María del Rosario. Northwestern University; Estados Unidos. Consejo Nacional de Investigaciones Científicas y Técnicas. Centro Científico Tecnológico Rosario. Instituto Rosario de Investigaciones en Ciencias de la Educación; ArgentinaFil: Liu Hand, Linda. Northwestern University; Estados Unidos. University of Iowa; Estados UnidosFil: Cohen, Cheryl. Northwestern University; Estados UnidosFil: O'Doherty, Katherine. Vanderbilt University; Estados UnidosFil: Deloache, Judy. University of Virginia; Estados UnidosHindawi Publishing Corporation2013-06info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionhttp://purl.org/coar/resource_type/c_6501info:ar-repo/semantics/articuloapplication/pdfapplication/pdfhttp://hdl.handle.net/11336/3194David, Uttal H.; Amaya, Meredith; Maita, María del Rosario; Liu Hand, Linda; Cohen, Cheryl; et al.; It Works Both Ways: Transfer Difficulties between Manipulatives and Written Subtraction Solutions; Hindawi Publishing Corporation; Child Development Research; 2013; 6-2013; 216367-2163672090-3987enginfo:eu-repo/semantics/altIdentifier/issn/2090-3987info:eu-repo/semantics/altIdentifier/url/http://www.hindawi.com/journals/cdr/2013/216367/info:eu-repo/semantics/altIdentifier/doi/10.1155/2013/216367info:eu-repo/semantics/openAccesshttps://creativecommons.org/licenses/by/2.5/ar/reponame:CONICET Digital (CONICET)instname:Consejo Nacional de Investigaciones Científicas y Técnicas2025-09-29T10:40:39Zoai:ri.conicet.gov.ar:11336/3194instacron:CONICETInstitucionalhttp://ri.conicet.gov.ar/Organismo científico-tecnológicoNo correspondehttp://ri.conicet.gov.ar/oai/requestdasensio@conicet.gov.ar; lcarlino@conicet.gov.arArgentinaNo correspondeNo correspondeNo correspondeopendoar:34982025-09-29 10:40:39.602CONICET Digital (CONICET) - Consejo Nacional de Investigaciones Científicas y Técnicasfalse
dc.title.none.fl_str_mv It Works Both Ways: Transfer Difficulties between Manipulatives and Written Subtraction Solutions
title It Works Both Ways: Transfer Difficulties between Manipulatives and Written Subtraction Solutions
spellingShingle It Works Both Ways: Transfer Difficulties between Manipulatives and Written Subtraction Solutions
David, Uttal H.
MANIPULATIVES
INSTRUCTION
MATHEMATICS
title_short It Works Both Ways: Transfer Difficulties between Manipulatives and Written Subtraction Solutions
title_full It Works Both Ways: Transfer Difficulties between Manipulatives and Written Subtraction Solutions
title_fullStr It Works Both Ways: Transfer Difficulties between Manipulatives and Written Subtraction Solutions
title_full_unstemmed It Works Both Ways: Transfer Difficulties between Manipulatives and Written Subtraction Solutions
title_sort It Works Both Ways: Transfer Difficulties between Manipulatives and Written Subtraction Solutions
dc.creator.none.fl_str_mv David, Uttal H.
Amaya, Meredith
Maita, María del Rosario
Liu Hand, Linda
Cohen, Cheryl
O'Doherty, Katherine
Deloache, Judy
author David, Uttal H.
author_facet David, Uttal H.
Amaya, Meredith
Maita, María del Rosario
Liu Hand, Linda
Cohen, Cheryl
O'Doherty, Katherine
Deloache, Judy
author_role author
author2 Amaya, Meredith
Maita, María del Rosario
Liu Hand, Linda
Cohen, Cheryl
O'Doherty, Katherine
Deloache, Judy
author2_role author
author
author
author
author
author
dc.subject.none.fl_str_mv MANIPULATIVES
INSTRUCTION
MATHEMATICS
topic MANIPULATIVES
INSTRUCTION
MATHEMATICS
purl_subject.fl_str_mv https://purl.org/becyt/ford/5.1
https://purl.org/becyt/ford/5
dc.description.none.fl_txt_mv Three experiments compared performance and transfer among children aged 83-94 months after written or manipulatives instruction on two-digit subtraction. In Experiment 1, all children completed the posttest in a written format, while in Experiment 2, all children took a posttest using manipulatives. Experiment 3 investigated how altered surface features of the blocks affected posttest performance, subtraction strategies and mathematical behaviors. In the first two experiments, children demonstrated performance gains when the posttest format was identical to the instructed format, but failed to demonstrate transfer from the instructed format to an incongruent posttest. Posttest performance in these two experiments provides evidence for bidirectional challenges in transfer between manipulatives and written instruction. In the third experiment, children who learned with standard, unaltered blocks more often used productive problem-solving strategies and engaged in mathematical behaviors significantly more often than children who used blocks with altered surface features. Flexibility and the need to provide explicit links between written and manipulatives instruction are discussed.
Fil: David, Uttal H.. Northwestern University; Estados Unidos
Fil: Amaya, Meredith. Northwestern University; Estados Unidos
Fil: Maita, María del Rosario. Northwestern University; Estados Unidos. Consejo Nacional de Investigaciones Científicas y Técnicas. Centro Científico Tecnológico Rosario. Instituto Rosario de Investigaciones en Ciencias de la Educación; Argentina
Fil: Liu Hand, Linda. Northwestern University; Estados Unidos. University of Iowa; Estados Unidos
Fil: Cohen, Cheryl. Northwestern University; Estados Unidos
Fil: O'Doherty, Katherine. Vanderbilt University; Estados Unidos
Fil: Deloache, Judy. University of Virginia; Estados Unidos
description Three experiments compared performance and transfer among children aged 83-94 months after written or manipulatives instruction on two-digit subtraction. In Experiment 1, all children completed the posttest in a written format, while in Experiment 2, all children took a posttest using manipulatives. Experiment 3 investigated how altered surface features of the blocks affected posttest performance, subtraction strategies and mathematical behaviors. In the first two experiments, children demonstrated performance gains when the posttest format was identical to the instructed format, but failed to demonstrate transfer from the instructed format to an incongruent posttest. Posttest performance in these two experiments provides evidence for bidirectional challenges in transfer between manipulatives and written instruction. In the third experiment, children who learned with standard, unaltered blocks more often used productive problem-solving strategies and engaged in mathematical behaviors significantly more often than children who used blocks with altered surface features. Flexibility and the need to provide explicit links between written and manipulatives instruction are discussed.
publishDate 2013
dc.date.none.fl_str_mv 2013-06
dc.type.none.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
http://purl.org/coar/resource_type/c_6501
info:ar-repo/semantics/articulo
format article
status_str publishedVersion
dc.identifier.none.fl_str_mv http://hdl.handle.net/11336/3194
David, Uttal H.; Amaya, Meredith; Maita, María del Rosario; Liu Hand, Linda; Cohen, Cheryl; et al.; It Works Both Ways: Transfer Difficulties between Manipulatives and Written Subtraction Solutions; Hindawi Publishing Corporation; Child Development Research; 2013; 6-2013; 216367-216367
2090-3987
url http://hdl.handle.net/11336/3194
identifier_str_mv David, Uttal H.; Amaya, Meredith; Maita, María del Rosario; Liu Hand, Linda; Cohen, Cheryl; et al.; It Works Both Ways: Transfer Difficulties between Manipulatives and Written Subtraction Solutions; Hindawi Publishing Corporation; Child Development Research; 2013; 6-2013; 216367-216367
2090-3987
dc.language.none.fl_str_mv eng
language eng
dc.relation.none.fl_str_mv info:eu-repo/semantics/altIdentifier/issn/2090-3987
info:eu-repo/semantics/altIdentifier/url/http://www.hindawi.com/journals/cdr/2013/216367/
info:eu-repo/semantics/altIdentifier/doi/10.1155/2013/216367
dc.rights.none.fl_str_mv info:eu-repo/semantics/openAccess
https://creativecommons.org/licenses/by/2.5/ar/
eu_rights_str_mv openAccess
rights_invalid_str_mv https://creativecommons.org/licenses/by/2.5/ar/
dc.format.none.fl_str_mv application/pdf
application/pdf
dc.publisher.none.fl_str_mv Hindawi Publishing Corporation
publisher.none.fl_str_mv Hindawi Publishing Corporation
dc.source.none.fl_str_mv reponame:CONICET Digital (CONICET)
instname:Consejo Nacional de Investigaciones Científicas y Técnicas
reponame_str CONICET Digital (CONICET)
collection CONICET Digital (CONICET)
instname_str Consejo Nacional de Investigaciones Científicas y Técnicas
repository.name.fl_str_mv CONICET Digital (CONICET) - Consejo Nacional de Investigaciones Científicas y Técnicas
repository.mail.fl_str_mv dasensio@conicet.gov.ar; lcarlino@conicet.gov.ar
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