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dc.contributor.author
David, Uttal H.
dc.contributor.author
Amaya, Meredith
dc.contributor.author
Maita, María del Rosario
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dc.contributor.author
Liu Hand, Linda
dc.contributor.author
Cohen, Cheryl
dc.contributor.author
O'Doherty, Katherine
dc.contributor.author
Deloache, Judy
dc.date.available
2015-12-23T14:50:08Z
dc.date.issued
2013-06
dc.identifier.citation
David, Uttal H.; Amaya, Meredith; Maita, María del Rosario; Liu Hand, Linda; Cohen, Cheryl; et al.; It Works Both Ways: Transfer Difficulties between Manipulatives and Written Subtraction Solutions; Hindawi Publishing Corporation; Child Development Research; 2013; 6-2013; 216367-216367
dc.identifier.issn
2090-3987
dc.identifier.uri
http://hdl.handle.net/11336/3194
dc.description.abstract
Three experiments compared performance and transfer among children aged 83-94 months after written or manipulatives instruction on two-digit subtraction. In Experiment 1, all children completed the posttest in a written format, while in Experiment 2, all children took a posttest using manipulatives. Experiment 3 investigated how altered surface features of the blocks affected posttest performance, subtraction strategies and mathematical behaviors. In the first two experiments, children demonstrated performance gains when the posttest format was identical to the instructed format, but failed to demonstrate transfer from the instructed format to an incongruent posttest. Posttest performance in these two experiments provides evidence for bidirectional challenges in transfer between manipulatives and written instruction. In the third experiment, children who learned with standard, unaltered blocks more often used productive problem-solving strategies and engaged in mathematical behaviors significantly more often than children who used blocks with altered surface features. Flexibility and the need to provide explicit links between written and manipulatives instruction are discussed.
dc.format
application/pdf
dc.language.iso
eng
dc.publisher
Hindawi Publishing Corporation
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dc.rights
info:eu-repo/semantics/openAccess
dc.rights.uri
https://creativecommons.org/licenses/by/2.5/ar/
dc.subject
Manipulatives
dc.subject
Instruction
dc.subject
Mathematics
dc.subject.classification
Psicología
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dc.subject.classification
Psicología
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dc.subject.classification
CIENCIAS SOCIALES
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dc.title
It Works Both Ways: Transfer Difficulties between Manipulatives and Written Subtraction Solutions
dc.type
info:eu-repo/semantics/article
dc.type
info:ar-repo/semantics/artículo
dc.type
info:eu-repo/semantics/publishedVersion
dc.date.updated
2016-03-30 10:35:44.97925-03
dc.journal.volume
2013
dc.journal.pagination
216367-216367
dc.journal.pais
Egipto
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dc.journal.ciudad
El Cairo
dc.description.fil
Fil: David, Uttal H.. Northwestern University; Estados Unidos
dc.description.fil
Fil: Amaya, Meredith. Northwestern University; Estados Unidos
dc.description.fil
Fil: Maita, María del Rosario. Northwestern University; Estados Unidos. Consejo Nacional de Investigaciones Científicas y Técnicas. Centro Científico Tecnológico Rosario. Instituto Rosario de Investigaciones en Ciencias de la Educación; Argentina
dc.description.fil
Fil: Liu Hand, Linda. Northwestern University; Estados Unidos. University of Iowa; Estados Unidos
dc.description.fil
Fil: Cohen, Cheryl. Northwestern University; Estados Unidos
dc.description.fil
Fil: O'Doherty, Katherine. Vanderbilt University; Estados Unidos
dc.description.fil
Fil: Deloache, Judy. University of Virginia; Estados Unidos
dc.journal.title
Child Development Research
dc.relation.alternativeid
info:eu-repo/semantics/altIdentifier/issn/2090-3987
dc.relation.alternativeid
info:eu-repo/semantics/altIdentifier/url/http://www.hindawi.com/journals/cdr/2013/216367/
dc.relation.alternativeid
info:eu-repo/semantics/altIdentifier/doi/http://dx.doi.org/10.1155/2013/216367
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