Journal
JOURNAL OF COGNITION AND DEVELOPMENT
Volume 18, Issue 1, Pages 129-151Publisher
ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
DOI: 10.1080/15248372.2016.1180296
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Funding
- Institute of Education Sciences [R305A080287]
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Two experiments examined whether concrete models support place value learning. In Experiment 1 (N=149), 7-year-olds were trained with either a) symbols alone or b) symbols and base-10 blocks. Children in both groups showed significant growth overall, but there were specific effects favoring one training type over another. Symbols-only training led to higher scores on a number line estimation task and was particularly effective among high-ability students, whereas blocks training led to better understanding of base-10 structure and was particularly effective among low-ability learners. In Experiment 2 (N=68), Montessori students, for whom concrete models play a major role in mathematics instruction, also demonstrated better understanding of base-10 structure than did their matched peers enrolled in mainstream elementary schools.
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