The effects of physical materials on kindergartners' learning of number concepts

This study compared 2 kinds of materials in the context of kindergartners' learning of number concepts: 1 using structurally organized tile patterns a nd the other using diverse objects in various patterns to represent each nu mber. A total of 157 kindergartners recruited from 2 classes from each of 3 schools participated in a 5-week mathematics enrichment program. A series of 9 games was designed to teach basic numbering, operations, and special n umerical relations. A variety of tasks were used as pre and posttests to as sess children's learning as a function of the materials used The findings s uggest that these 2 kinds of materials have differential effects on differe nt indicators of learning. At the level of numerical operations, structured materials facilitate children's choice of nonfinger strategies and speed u p response time for finger-strategy users, whereas varied materials facilit ate accuracy for finger-strategy users.