A course in Kinematics uses behavioral objectives and problem-solving to speed learning of abstract principles. (GR)

The cardboard-rubber band method of constructing three-dimensional models is described. Preparing the panels, constructing a model, patterns, and ideas for classroom use are detailed. (MNS)

Some activities with geoboards done by pupils aged 10 and 11 are first reported, followed by an analysis and development of extended mathematical ideas. (MNS)

The effectiveness of sound as a reinforcer of manipulative responses was studied with 50 infants four to 12 months old. Noisy toys were manipulated significantly more frequently than quiet ones by infants from six to 10 months old. (Author/SEW)

Field-dependent and independent subjects sorted geometric and verbal material according to category exemplars, forcing active learning, and then recalled the category locations. Field-independent individuals generally performed better on learning and memory tasks with a more active approach. Active versus passive learning styles are discussed.…

The author comments on varying factors she noted as she observed 125 primary schools in 32 countries. Of particular interest to her were approaches in Australia and New Zealand using manipulative materials. Several conclusions pertinent to U.S. schools are drawn. (MNS)

A variety of geoboard activities for use with primary children is suggested. (MK)

A system of area measurement developed for the isometric geoboard is used to justify some relationships that are often proved using square units of area. (Author/MK)

A method for approaching the value of pi using a transparent sheet of parallel lines is discussed. (MP)

Instruction of linear measurement skills to first and second graders is found to be more effective when taught in a manipulative context than in a graphic context. No differences are observed between manipulative and abstract instructional methods. (JMF)

Comparing 9-12-year-old readers with college student readers, two experiments were conducted to determine how youngsters differ from adults in their ability to identify meaningful units in a written passage, how they are affected by sentences of increasing difficulty, and whether they are aided by either shorter sentences or meaningful…

The enactive and iconic modes of instruction were compared in teaching preservice elementary teachers the mathematical concepts and skills necessary to teach mathematics via manipulative aids. No significant differences were found. (MP)

The use of dice and dominoes in the classroom is discussed as leading from counting activities to pattern recognition and discovery learning. (MP)

Magic squares are developed beginning with square arrays of playing cards. (SD)

Compared children's play with transformational objects (vehicles that change to robots) to play with representational objects (cars and figures). Found that those playing with transformers engaged in more parallel play and manipulative activity, while those with representational objects displayed more social play and more symbolic play. Found no…