Research behind Graspable math activities

Benefits of Motion to teach Algebra

Evidence shows that making algebraic notations into objects that enforce their own rules through their physical movements may transform traditional distinctions between abstract and concrete knowledge (Nathan, 2012; Uttal, Gentner, Liu, & Lewis, 2008; Kaminski, Sloutsky, & Heckler, 2008).

Incorporating motion in algebraic teaching can:

Increase number sense and exposure to operations, properties, and flexibility through perceptual-motor exercises
Provide perceptual cues to align with cognitive needs, such as seeing expressions as patterns
Allows for natural, memorable, and fluid learning concepts through dynamic transformations

Benefits of Motion to learn Algebra

Evidence shows that perceptual-motor training interventions targeting algebra can have very large impacts on student outcomes (Kellman, Massey, & Son, 2010; Ottmar et al., 2015; Weitnauer, Landy, & Ottmar, 2016).

Using motion in algebraic learning can:

Quick feedback
Improve learning and math performance
Promote flexibility in problem solving
Increase engagement and motivation in math topics
Decrease math anxiety and increased efficacy

Benefits of Mathematical Technology

The use of mathematical technologies can increase student engagement, motivation, and mathematical understanding in a way not provided through traditional instruction (Clements, 1999; Gee, 2003; Sinclair & Heyd-Metzuyanim, 2014; Arzarello, Bairral, & Dané, 2014; Byers & Hadley, 2013; Dubé & McEwen, 2015).

Math tech programs can benefit students and teachers by:

Engaging students and allowing for quick feedback
Increasing attention and motivation in math topics among students
Deepening understanding and strengthening of mathematical concepts

RESEARCH FINDINGS from graspable math

Research has shown that GM is easy to implement in a classroom and can increase student engagement, motivation, and math learning. Previous studies suggest that GM system may be effective at improving math understanding, especially for low performing students.

A study with 150 middle-school students in 6 classrooms demonstrates that a 2.5 hour interaction with GM led to an increase in performance on a comprehensive test of algebraic procedural fluency (Ottmar et al., 2015). Similar effects were observed in elementary students (Hulse et al., 2019).

A preliminary study comparing the effects of 2-hour GM vs. online problem sets revealed that middle-school students interacting with GM showed greater gains on understanding of math equivalence compared to students solving math problems online (Sawrey et al., 2019).

Students who solved more problems in FH2T, a game based version of the Goal State Activity, scored higher on the mathematics assessment, even after accounting for their prior levels of math knowledge.

Second grade students who solved more problems in GM scored higher at posttest, and the effect is stronger in students with low prior knowledge (Hulse et al., 2019).

From Here to There (FH2T; a GM-based game that consists entirely of Goal State tasks) led to a 13% increase in students’ Math Equivalence scores after 2 hours (over 4 weeks) of playing.

Students’ math anxiety scores decreased after using FH2T.

Sixth and seventh grade students who solved more problems in GM scored higher at posttest, and the effect is stronger in students with low prior knowledge (Ottmar et al., 2015).

Sixth grade students who played with FH2T (a game based on GM technology) showed more improvement on their understanding of equivalence and conceptual understanding compared to students who solved textbook problems (Sawrey et al., 2019).

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