Theoretical Perspectives and Empirical Evidence Relevant to Classroom Instruction with Manipulatives

Scott Marley, Kira J. Carbonneau

Research output: Contribution to journalArticle

8 Scopus citations

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.

Original languageEnglish (US)
Pages (from-to)1-7
Number of pages7
JournalEducational Psychology Review
Volume26
Issue number1
DOIs
StatePublished - Feb 11 2014

Keywords

  • Activity
  • External representations
  • Hands-on
  • Learning
  • Manipulatives

ASJC Scopus subject areas

  • Developmental and Educational Psychology

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