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

Author

Listed:
  • Elida V. Laski
  • Jamilah R. Jor’dan
  • Carolyn Daoust
  • Angela K. Murray

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.

Suggested Citation

  • Elida V. Laski & Jamilah R. Jor’dan & Carolyn Daoust & Angela K. Murray, 2015. "What Makes Mathematics Manipulatives Effective? Lessons From Cognitive Science and Montessori Education," SAGE Open, , vol. 5(2), pages 21582440155, June.
    • Handle: RePEc:sae:sagope:v:5:y:2015:i:2:p:2158244015589588
    DOI: 10.1177/2158244015589588
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    Cited by:

    1. Justus J. Randolph & Anaya Bryson & Lakshmi Menon & David K. Henderson & Austin Kureethara Manuel & Stephen Michaels & debra leigh walls rosenstein & Warren McPherson & Rebecca O'Grady & Angeline S. L, 2023. "Montessori education's impact on academic and nonacademic outcomes: A systematic review," Campbell Systematic Reviews, John Wiley & Sons, vol. 19(3), September.
    2. Vlastimil Chytrý & Janka Medová & Jaroslav Říčan & Jiří Škoda, 2020. "Relation between Pupils’ Mathematical Self-Efficacy and Mathematical Problem Solving in the Context of the Teachers’ Preferred Pedagogies," Sustainability, MDPI, vol. 12(23), pages 1-22, December.
    3. Natividad Adamuz-Povedano & Elvira Fernández-Ahumada & M. Teresa García-Pérez & Jesús Montejo-Gámez, 2021. "Developing Number Sense: An Approach to Initiate Algebraic Thinking in Primary Education," Mathematics, MDPI, vol. 9(5), pages 1-25, March.

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