(a.) Examples of first time citing
Peppers, Wan, and Phillips (2014) found that students in a remedial math class who used concrete and virtual manipulatives improved their attitudes toward learning math.
In one study, students in a remedial math class who used concrete and virtual manipulatives improved their attitudes toward learning math (Peppers, Wan, & Phillips, 2014).
(b.) Examples of second time citing
Peppers et al. (2014) did not find any of their students possessed negative reactions to using either type of manipulative.
Knowing students’ misconceptions about learning fractions can help teachers effectively plan instruction (Peppers et al., 2014)
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