Baroody, A. J. (1989). Manipulatives don’t come with guarantees. The Arithmetic
Teacher 37(2). 4-5.
Bassano, S. (1982). Multi-sensory input in the non-academic ESL classroom. CATESOL
Occasional Papers, 8, 51-60.
Bruner, J. (1973). Beyond the information given. New York: W. W. Norton & Company.
Bullock, J. (Personal communication, October 2003).
Bybee, R. W. (1982) Piaget for educators. Columbus: Charles E. Merrill Publishing
Company.
Cazden, C. (1981). Performance before competence: Assistance to child discourse in the
zone of proximal development. Quarterly Newsletter of the Laboratory of
Comparative Human Cognition, 3(1), 5-8.
Chester, J., Davis, J., & Reglin, G. (1991). Math manipulatives use and math
achievement of third grade students. University of North Carolina at Charlotte.
Clements, D. (1999). ‘Concrete’ manipulatives, concrete ideas. Contemporary Issues in
Early Childhood, 1(1), 45-60.
Dev, P.C., Doyle, B.A., & Valente, B. (2002). Labels needn’t stick: “At-risk” first
graders rescued with appropriate intervention. Journal of Education for Students
Placed at Risk, 7(3), 327-332.
Gallimore, R., & Tharp, R. (1990). Teaching mind in society: Teaching, schooling and
literate discourse. In L., Moll (Ed.), Vygotsky and education: Instructional
implications and applications of socio-historical psychology (pp. 175-205). New
York: Cambridge University Press.
Hiebert, J. (1988). A theory of developing competence with written mathematical
symbols. Educational Studies in Mathematics (19), 333-355.
Hiebert, J. (1989). The struggle to link written symbols with understandings: An update.
The Arithmetic Teacher 36(7), 38-43.
Institute for Multi-sensory Education. (2000). Orton-Gillingham.com. Retrieved
February 7, 2003, from http://www.orton-gillingham.com/
Kalivoda, T. B. (1978). Increasing communication with multi-sensory exercises.
Hispania, 61(4), 923-926. Retrieved November 11, 2003, from JSTOR.
Kamii, C. (1982). Number in preschool and kindergarten: Educational implications of
Piaget’s theory. Washington, D. C.: National Association of the Education of
Young Children.
Kamii, C., Lewis, B. A., & Booker, B. M. (1998). Instead of teaching missing addends.
Teaching Children Mathematics, 4, 458-461. Retrieved September 17, 2003,
from EBSCOhost.
Kamii , C., & Rummelsburg, J. (2008). Arithmetic for first graders lacking number
concepts. Teaching Children Mathematics, 14(7), 389-394.
Kelly, C., Durham, R., & Rains, J. (2004, October). Using multi-sensory materials for
supplementing the elementary mathematics curriculum: Necessary or not? Paper
presented at the meeting of School Science and Mathematics Association,
Atlanta, GA.
Kuhn, J. N., & Schroeder, H. H. (1971). A multisensory approach for teaching spelling.
Elementary English, 48(7), 865-869.
Marzola, E. S. (1987). Using manipulatives in math instruction. Reading, Writing, and
Learning Disabilities, 3, 9-20.
Moll, L. C. (1990). Introduction. In L., Moll (Ed.), Vygotsky and education:
Instructional implications and applications of socio-historical psychology (pp. 1-
27). New York: Cambridge University Press.
Moyer, P.S., Boylard, J.J., & Spikell, M.A. (2002). What are virtual manipulatives?
Teaching Children Mathematics, 8(6), 372-377.
NCTM (1973). Instructional Aids in Mathematics, Thirty-fourth Yearbook.
NCTM (2000). Principles and Standards for School Mathematics: An Overview.
No Child Left Behind Act of 2001, 20 USC § 6301 (2002).
Perry, W.G. (1970). Forms of intellectual and ethical development in the college years:
A scheme. New York: Holt, Reinhart, & Winston.
Piaget, J. (1958). The growth of logical thinking from childhood to adolescence; an
essay on the construction of formal operational structures. New York: Basic
Books.
Piaget, J. (1965). The child’s conception of number. New York: W. W. Norton &
Company Inc.
Reys, R. E. (1971). Considerations for teachers using manipulative materials. The
Arithmetic Teacher, 18 (8) 551-558.
Scott, K. S. (1993). Multisensory mathematics for children with mild disabilities.
Exceptionality, 4(2), 97-111.
Sowell, E. J. (1989). Effects of manipulative materials in mathematics instruction.
Journal for Research in Mathematics Instruction, 20(5), 498-505.
Spicer, J. (2000). Virtual manipulatives: A new tool for hands-on math. ENC Focus,
7(4), 14-15.
Suydam, M. N., & Higgins, J. L. (1984). Manipulative materials. Arithmetic Teacher,
33, 27.
Thorne, B. M., & Henley T. B. (1997). Connections in the history and systems of
psychology. New York: Houghton Mifflin Company.
Thornton, C. A., Jones, G. A., & Toohey, M. A. (1982). A multisensory approach to
thinking strategies for remedial instruction in basic addition facts. Journal for
Research in Mathematics Education, 14(3), 198-203.
Tudge, J. (1990). Vygotsky, the zone of proximal development and peer collaboration:
implications for classroom practices. In L., Moll (Ed.), Vygotsky and education:
Instructional implications and applications of socio-historical psychology (pp.
155-174). New York: Cambridge University Press.
United States Department of Education. (n.d.). No Child Left Behind. Retrieved
November 26, 2003, available from
http://www.ed.gov/nclb/landing.jhtml?src=ln
Van de Walle, J. (2007). Teaching developmentally: Elementary and middle school
mathematics (6th Ed.). Boston, MA: Allyn & Bacon.
Vygotsky, L. S. (1978). Mind in Society: the development of higher psychological
processes. (M. Cole, V. John-Steiner, S., S. Scribner, & E. Souberman, Eds &
Trans.). Cambridge, MA: Harvard University Press.
Thank you for copying data from http://www.arastirmax.com