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• W1977321079 startingPage "234" @default.
• W1977321079 abstract "The authors examined the impact of manipulativebased 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." @default.
• W1977321079 created "2016-06-24" @default.
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• W1977321079 date "2008-03-01" @default.
• W1977321079 modified "2023-10-11" @default.
• W1977321079 title "Reversing Education Majors' Arithmetic Misconceptions With Short-Term Instruction Using Manipulatives" @default.
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• W1977321079 doi "https://doi.org/10.3200/joer.101.4.234-242" @default.
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