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Output Devices, Computation, and the Future of Mathematical Crafts
 International Journal of Computers in Mathematical Learning
, 2002
"... As I write this sentence, I am glancing over at the color printer sitting beside my screen. In the popular jargon of the computer industry, that printer is called a "peripheral"—which, upon reflection, is a rather odd way to describe it. What, precisely, is it peripheral to? If the ultimat ..."
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As I write this sentence, I am glancing over at the color printer sitting beside my screen. In the popular jargon of the computer industry, that printer is called a "peripheral"—which, upon reflection, is a rather odd way to describe it. What, precisely, is it peripheral to? If the ultimate
Learning Math 1 Running head: LEARNING MATH WITH MANIPULATIVES Learning Math with Manipulatives
"... A standard set of variables is extracted from a set of studies with different perspectives and different findings involving learning aids in the classroom. The variables are then used to analyze the studies in order to draw conclusions about learning aids in general and manipulatives in particular. ..."
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A standard set of variables is extracted from a set of studies with different perspectives and different findings involving learning aids in the classroom. The variables are then used to analyze the studies in order to draw conclusions about learning aids in general and manipulatives in particular. Learning Math 3 Learning Math with Manipulatives Manipulatives are a widely used part of the mathematics curriculum. The National Council for Teachers of Mathematics includes the use of manipulatives in its Principles and Standards for School Mathematics (NCTM, 2000), a document that has been used nationally for developing local mathematics standards. According to the National Center for Educational Statistics (NCES, 1993), during the 19921993 school year manipulatives were used every day for math or science in fortynine percent of all public kindergarten classrooms. In the 19941995 school year, manipulatives were used in sixteen percent of all math lessons in US public eighth grade classrooms and in thirtyfour percent of all math lessons in Japanese eighth grade classrooms (NCES, 1999). Research with manipulatives such as base ten blocks have been