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Vygotsky, L. (2009). Interaction between Learning and Development. In M. Gauvain, & M. Cole (Eds.), Readings on the Development of Children (5th ed., pp. 42-48). New York: Worth. (Reprinted from M. Cole, V. John-Steiner, S. Scribner, & E. Souberman, Eds., Mind in Society: The Development of Higher Psychological Processes (pp. 71-91). 1978, Cambridge, MA: Harvard University.)

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.