id: 05671755
dt: j
an: 2010b.00398
au: McNeil, Nicole M.; Uttal, David H.; Jarvin, Linda; Sternberg, Robert J.
ti: Should you show me the money? Concrete objects both hurt and help
performance on mathematics problems.
so: Learn. Instr. 19, No. 2, 171-184 (2009).
py: 2009
pu: Elsevier, Amsterdam; European Association for Research on Learning and
Instruction (EARLI), Leuven
la: EN
cc: F93 C73
ut: word problems; elementary school students; cues; experiments; manipulative
materials; object manipulation; mathematics achievement; instructional
effectiveness
ci:
li: doi:10.1016/j.learninstruc.2008.03.005
ab: Summary: How do concrete objects that cue real-world knowledge affect
studentsâ€™ performance on mathematics word problems? In Experiment 1,
fourth- and sixth-grade students $(N=229)$ solved word problems
involving money. Students in the experimental condition were given
bills and coins to help them solve the problems, and students in the
control condition were not. Students in the experimental condition
solved fewer problems correctly. Experiment 2 tested whether this
effect was due to the perceptually rich nature of the materials.
Fifth-grade students $(N=79)$ were given: perceptually rich bills and
coins, bland bills and coins, or no bills and coins. Students in the
perceptually rich condition made the most errors; however, their errors
were least likely to be conceptual errors. Results suggest that the use
of perceptually rich concrete objects conveys both advantages and
disadvantages in childrenâ€™s performance in school mathematics.
(Contains 2 tables and 1 figure.) (ERIC)
rv: