Descriptor
Author
| Fennema, Elizabeth H. | 2 |
Publication Type
Education Level
Audience
Location
Laws, Policies, & Programs
Assessments and Surveys
What Works Clearinghouse Rating
Peer reviewedFennema, Elizabeth H. – Journal for Research in Mathematics Education, 1972
A concrete and a symbolic approach to learning multiplication in the second grade are studied. The results, indicating that children using the symbolic model performed at a higher level than those using a concrete model, are discussed. (DT)
Descriptors: Elementary School Mathematics, Experiential Learning, Instruction, Learning
Peer reviewedFennema, Elizabeth H. – Arithmetic Teacher, 1972
A review of several studies on the role of concrete and symbolic models in facilitating the learning of mathematical ideas, and a discussion of their implications for instruction are presented. (DT)
Descriptors: Elementary School Mathematics, Experiential Learning, Instruction, Learning Theories
