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Cramer, K., & Henry, A. (2002). Using Manipulative Models to Build Number Sense for Addition of Fractions. In B. Litwiller & G. Bright (Eds.), Making Sense of Fractions, Ratios, and Proportions: 2002 Yearbook (pp. 41-48). Reston, VA: National Council of Teachers of Mathematics.

has been cited by the following article:

• TITLE: Using Manipulatives in Solving and Posing Mathematical Problems

  AUTHORS: Roslinda Rosli, Dianne Goldsby, Mary Margaret Capraro

  KEYWORDS: Manipulatives, Problem Solving, Problem Posing, Mathematical Problems

  JOURNAL NAME: Creative Education, Vol.6 No.16, September 16, 2015

  ABSTRACT: In mathematics classrooms, teachers use multiple representations to help students explore and develop abstract concepts. Students are engaged in problem solving as they manipulate objects as they search for a solution. They also can enhance their profound knowledge when posing a scenario problem that matches to the appropriate manipulatives. The integration of manipulatives during teaching and learning can conceptually support students’ acquisition of symbols and mathematical language.