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
- Institución
- Consejo Nacional de Investigaciones Científicas y Técnicas
- OAI Identificador
- oai:ri.conicet.gov.ar:11336/3194
Ver los metadatos del registro completo
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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 |
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CONICET Digital (CONICET) |
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CONICET Digital (CONICET) |
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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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13.070432 |