Mathematical Communication and Its Relation to the Frequency of Manipulative Use
Karl W. Kosko, Jesse L. M. Wilkins
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Abstract

Many studies on manipulatives describe communication in mathematics as a component for properly implementing manipulatives in the classroom. However, no empirical research is available to support this relationship. Secondary analysis of data collected by the National Center for Educational Statistics from the Early Childhood Longitudinal Study was used to examine whether a relationship between students’ manipulative use and communication in mathematics learning exists. Correlational analyses found a significant relationship between students’ verbal and written communication and manipulative use.

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This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

Article Type: Research Article

INT ELECT J MATH ED, 2010, Volume 5, Issue 2, 79-90

https://doi.org/10.29333/iejme/251

Publication date: 08 Aug 2010

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Article Downloads: 3928

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