Are Manipulatives Necessary for Assessing Early Operations?
Tangible manipulatives are commonly used to teach mathematics and assess the mathematics understanding of young learners. However, manipulatives have drawbacks during assessment. To evaluate the utility and necessity of manipulatives during assessment of mathematical operations, examiners administer...
| Publicado en: | Journal of Psychoeducational Assessment Vol. 44; no. 6; pp. 630 - 647 |
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| Autores principales: | , , , , , , , |
| Formato: | research tables/charts Journal Article |
| Publicado: |
Sage Publications Inc.
Sep2026
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=195272798&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 195272798 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 07342829 G5W jtl: Journal of Psychoeducational Assessment issn: 07342829 maglogo: Y pubinfo: dt: Sep2026 vid: 44 iid: 6 pid: 344 pub: Sage Publications Inc. place: Thousand Oaks, California artinfo: ui: 195272798 192245158 195272798 195272798 10.1177/07342829261429935 195272798 ppf: 630 ppct: 17 formats: tig: atl: Are Manipulatives Necessary for Assessing Early Operations? aug: au: Furjanic, David Anthony, Jason L. Williams, Jeffrey M. Foster, Matthew E. Assel, Mike A. Carlson, Coleen D. Pham, Thanh Erazo, Noé affil: Rightpath Research & Innovation Center, University of South Florida, Tampa, FL, USA sug: subj: Mathematics Educational Measurement Child Development Language Development Human Male Female Child, Preschool Child Comparative Studies Descriptive Statistics Validation Studies Problem Solving Psychometrics Educational Status Early Childhood Intervention Teaching Materials Cues Motor Skills Task Performance and Analysis Questionnaires Data Analysis Software Factor Analysis Chi Square Test Funding Source Child, Preschool: 2-5 years Child: 6-12 years Male Female ab: Tangible manipulatives are commonly used to teach mathematics and assess the mathematics understanding of young learners. However, manipulatives have drawbacks during assessment. To evaluate the utility and necessity of manipulatives during assessment of mathematical operations, examiners administered addition and subtraction problems with concrete manipulatives or pictorial supports to 2,390 children aged 2.8 to 6.7 years. We compared the impacts of test format (presentation of concrete manipulatives versus pictorial supports) and operation (addition versus subtraction) on test items' abilities to capture young learners' early operations abilities and on items' difficulties. Preliminary findings indicate both test formats and both mathematical operations equally well captured children's latent operations abilities. Students found addition items with pictorial supports easier than addition items presented with manipulatives, and they responded more quickly to test items presented with pictorial supports. Implications for assessment in early mathematics and future research are discussed. pubtype: Academic Journal doctype: research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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