ISLS Repository
Please use this identifier to cite or link to this item:
https://repository.isls.org//handle/1/4126| Title: | Mathematical Manipulatives as Designed Artifacts: The Cognitive, Affective, and Technological Dimensions |
| Authors: | Eisenberg, Michael Dibiase, Julie |
| Issue Date: | Jul-1996 |
| Publisher: | Association for the Advancement of Computing in Education (AACE) |
| Citation: | Eisenberg, M. & Dibiase, J. (1996). Mathematical Manipulatives as Designed Artifacts: The Cognitive, Affective, and Technological Dimensions. In Edelson, D. C. & Domeshek, E. A. (Eds.), International Conference on the Learning Sciences, 1996 (pp. 44-51). Evanston, IL, USA: Association for the Advancement of Computing in Education (AACE). |
| Abstract: | Mathematical manipulatives-tangible objects with a pedagogical purpose-have become popular tools in mathematics education. But typically, the notion of a "manipulative" carries with it a number of additional assumptions: that these objects are designed for elementary (as opposed to advanced) mathematics instruction; that they have little in the way of emotional meaning for their users; and that they are relatively simple, "low-tech" objects. In this paper we challenge these assumptions. Drawing on our experiences in two related projects in educational computing, we suggest that manipulatives may be designed for advanced mathematical topics; that they may offer creative (and thus affectively important) opportunities for students; and that they may be designed in ways that accompany or incorporate computational media. |
| URI: | https://doi.dx.org/10.22318/icls1996.44 https://repository.isls.org//handle/1/4126 |
| Appears in Collections: | ICLS 1996 |
Items in DSpace are protected by copyright, with all rights reserved, unless otherwise indicated.