International Electronic Journal of Mathematics Education

Mathematical Communication and Its Relation to the Frequency of Manipulative Use
  • Article Type: Research Article
  • International Electronic Journal of Mathematics Education, 2010 - Volume 5 Issue 2, pp. 79-90
  • Published Online: 08 Aug 2010
  • Article Views: 610 | Article Download: 461
  • Open Access Full Text (PDF)
AMA 10th edition
In-text citation: (1), (2), (3), etc.
Reference: Kosko KW, Wilkins JLM. Mathematical Communication and Its Relation to the Frequency of Manipulative Use. Int Elect J Math Ed. 2010;5(2), 79-90.
APA 6th edition
In-text citation: (Kosko & Wilkins, 2010)
Reference: Kosko, K. W., & Wilkins, J. L. M. (2010). Mathematical Communication and Its Relation to the Frequency of Manipulative Use. International Electronic Journal of Mathematics Education, 5(2), 79-90.
Chicago
In-text citation: (Kosko and Wilkins, 2010)
Reference: Kosko, Karl W., and Jesse L. M. Wilkins. "Mathematical Communication and Its Relation to the Frequency of Manipulative Use". International Electronic Journal of Mathematics Education 2010 5 no. 2 (2010): 79-90.
Harvard
In-text citation: (Kosko and Wilkins, 2010)
Reference: Kosko, K. W., and Wilkins, J. L. M. (2010). Mathematical Communication and Its Relation to the Frequency of Manipulative Use. International Electronic Journal of Mathematics Education, 5(2), pp. 79-90.
MLA
In-text citation: (Kosko and Wilkins, 2010)
Reference: Kosko, Karl W. et al. "Mathematical Communication and Its Relation to the Frequency of Manipulative Use". International Electronic Journal of Mathematics Education, vol. 5, no. 2, 2010, pp. 79-90.
Vancouver
In-text citation: (1), (2), (3), etc.
Reference: Kosko KW, Wilkins JLM. Mathematical Communication and Its Relation to the Frequency of Manipulative Use. Int Elect J Math Ed. 2010;5(2):79-0.

Abstract

Many studies on manipulatives describe communication in mathematics as a component for properly implementing manipulatives in the classroom. However, no empirical research is available to support this relationship. Secondary analysis of data collected by the National Center for Educational Statistics from the Early Childhood Longitudinal Study was used to examine whether a relationship between students’ manipulative use and communication in mathematics learning exists. Correlational analyses found a significant relationship between students’ verbal and written communication and manipulative use.

References

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License

This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.