Journal article
Theoretical Perspectives and Empirical Evidence Relevant to Classroom Instruction with Manipulatives
Educational psychology review, Vol.26(1), pp.1-7
03/2014
Handle:
https://hdl.handle.net/2376/113962
Abstract
The papers in this special issue focus on instructional strategies with manipulatives. Often described as “hands-on learning”, these strategies emphasize the use of physical and, more recently, virtual objects to represent target information and concepts. These strategies are frequently suggested as effective techniques for teaching across many domains of learning. This special issue presents contemporary theoretical perspectives and empirical evidence, regarding instructional manipulatives with a focus on application in classroom contexts. In this introduction, we present the primary topics of interest to the special issue and provide broad overviews of the contributors’ papers.
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Details
- Title
- Theoretical Perspectives and Empirical Evidence Relevant to Classroom Instruction with Manipulatives
- Creators
- Scott Marley - Arizona State University, Mary Lou Fulton Teachers College Tempe AZ USAKira Carbonneau - University of New Mexico Albuquerque NM USA
- Contributors
- Scott C Marley (Editor)Kira J Carbonneau (Editor)
- Publication Details
- Educational psychology review, Vol.26(1), pp.1-7
- Academic Unit
- UNKNOWN
- Publisher
- Springer US; Boston
- Identifiers
- 99900547855401842
- Language
- English
- Resource Type
- Journal article