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Old Yellow Bricks: Developing an Evidence Informed Approach to Concrete Resources in the Mathematics Classroom (Part 2)

Previously on ALTA Blog: Last time out we explored both the perilous nature of engaging with the research into the use of concrete resources and established our first guiding principle: The more salient a resource, the less likely transfer becomes.… Read More »Old Yellow Bricks: Developing an Evidence Informed Approach to Concrete Resources in the Mathematics Classroom (Part 2)

Old Yellow Bricks: Developing an Evidence Informed Approach to Concrete Resources in the Mathematics Classroom (Part 1)

In the January of 2021, Christopher Such and I were, as I’m sure everyone does from time to time, casually discussing the validity of claims made in a paper about the use of digital manipulatives. And while I cannot remember… Read More »Old Yellow Bricks: Developing an Evidence Informed Approach to Concrete Resources in the Mathematics Classroom (Part 1)