Reversing Education Majors' Arithmetic Misconceptions with Short-Term Instruction Using Manipulatives

Autor/inn/en	Green, Michael; Piel, John A.; Flowers, Claudia
Titel	Reversing Education Majors' Arithmetic Misconceptions with Short-Term Instruction Using Manipulatives
Quelle	In: Journal of Educational Research, 101 (2008) 4, S.234-242 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0671
Schlagwörter	Education Majors; Preservice Teachers; Arithmetic; Misconceptions; Mathematics Instruction; Manipulative Materials; Elementary School Teachers; Mathematics Teachers; Problem Solving; Knowledge Level; Mathematics Skills + Suchen Sie Ihr Suchwort? Addition; Arithmetik; Arithmetikunterricht; Rechnen; Missverständnis; Mathematics lessons; Mathematikunterricht; Hilfsmittel; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Mathematics; Mathematik; Problemlösen; Wissensbasis; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz
Abstract	The authors examined the impact of manipulative-based instruction on 2 independent cohorts of preservice elementary teachers. In Study 1, 50 participants engaged in problem solving with operations on whole numbers and fractions using concrete and representational manipulatives over 5 classes. Pre- to posttest performance on a mathematics survey and division-of-fractions task showed significant improvement in arithmetic knowledge, accompanied by a significant decrease in arithmetic misconceptions. Study 2 replicated Study 1 findings with an independent sample of 39 volunteers. These results indicate that manipulatives can effectively and efficiently reverse long-standing arithmetic misconceptions and increase arithmetic knowledge before education majors enter classrooms as full-time teachers. (Contains 4 tables and 1 figure.) (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10