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Moyer-Packenham, P. S., & Westenskow, A. (2011). An Initial Examination of Effect Sizes for Virtual Manipulatives and Other Instructional Treatments. In L. Paditz, & A. Rogerson (Eds.), Proceedings of the 11th International Conference of the Mathematics Education into the 21st Century Project—MEC 21: On Turning Dreams into Reality. Transformations and Paradigm Shifts in Mathematics Education, (Vol. 1, pp. 236-241). Rhodes University, Grahamstown: Oxford University Press.

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.