@article{kim_history_2014,
	title = {The {History} of {Base}-{Ten}-{Blocks}: {Why} and {Who} {Made} {Base}-{Ten}-{Blocks}?},
	volume = {5},
	copyright = {Submission of an article implies that the work described has not been published previously (except in the form of an abstract or as part of a published lecture or academic thesis), that it is not under consideration for publication elsewhere, that its publication is approved by all authors and tacitly or explicitly by the responsible authorities where the work was carried out, and that, if accepted, will not be published elsewhere in the same form, in English or in any other language, without the written consent of the Publisher. The Editors reserve the right to edit or otherwise alter all contributions, but authors will receive proofs for approval before publication. Copyrights for articles published in MCSER journal are retained by the authors, with first publication rights granted to the journal. The journal/publisher is not responsible for subsequent uses of the work. It is the author's responsibility to bring an infringement action if so desired by the author.},
	issn = {2039-2117},
	url = {https://www.mcser.org/journal/index.php/mjss/article/view/2645/2613},
	doi = {https://doi.org/10.5901/mjss.2014.v5n9p356},
	abstract = {The purpose of this study is to present evidence of how base-ten-blocks have been developed and emphasized as a tool for learning in mathematics education. After an introduction of the theme, we discuss the theoretical and epistemological perspectives that provide the basis for our analysis of the literature. Then, we illustrate how base-ten-blocks have historically been associated with the numeral concepts from the prehistoric era to today. We also review studies about different manipulatives that focus on numerical concepts (e.g., Cuisenaire rods). This discussion will broaden our understanding regarding how perspectives toward mathematics instruction have changed with the introduction of base-ten-blocks. The intent was not to understand the process of developing base-ten-blocks but rather to suggest that teachers must consider the underlying mathematical concepts and structures of base-ten-blocks when they use them. In summary, this study revealed that base-ten-blocks as concrete materials seems to have been presented as different isomorphic numeral concepts for various educational purposes throughout its developmental process. 
 DOI:  10.5901/mjss.2014.v5n9p356},
	language = {eng},
	number = {9},
	journal = {Mediterranean Journal of Social Sciences},
	author = {Kim, Rina and Albert, Lillie R.},
	year = {2014},
	pages = {356--365}
}

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Copyrights for articles published in MCSER journal are retained by the authors, with first publication rights granted to the journal. The journal/publisher is not responsible for subsequent uses of the work. It is the author's responsibility to bring an infringement action if so desired by the author.","issn":"2039-2117","url":"https://www.mcser.org/journal/index.php/mjss/article/view/2645/2613","doi":"https://doi.org/10.5901/mjss.2014.v5n9p356","abstract":"The purpose of this study is to present evidence of how base-ten-blocks have been developed and emphasized as a tool for learning in mathematics education. After an introduction of the theme, we discuss the theoretical and epistemological perspectives that provide the basis for our analysis of the literature. Then, we illustrate how base-ten-blocks have historically been associated with the numeral concepts from the prehistoric era to today. We also review studies about different manipulatives that focus on numerical concepts (e.g., Cuisenaire rods). This discussion will broaden our understanding regarding how perspectives toward mathematics instruction have changed with the introduction of base-ten-blocks. The intent was not to understand the process of developing base-ten-blocks but rather to suggest that teachers must consider the underlying mathematical concepts and structures of base-ten-blocks when they use them. In summary, this study revealed that base-ten-blocks as concrete materials seems to have been presented as different isomorphic numeral concepts for various educational purposes throughout its developmental process. 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The Editors reserve the right to edit or otherwise alter all contributions, but authors will receive proofs for approval before publication. Copyrights for articles published in MCSER journal are retained by the authors, with first publication rights granted to the journal. The journal/publisher is not responsible for subsequent uses of the work. It is the author's responsibility to bring an infringement action if so desired by the author.},\n\tissn = {2039-2117},\n\turl = {https://www.mcser.org/journal/index.php/mjss/article/view/2645/2613},\n\tdoi = {https://doi.org/10.5901/mjss.2014.v5n9p356},\n\tabstract = {The purpose of this study is to present evidence of how base-ten-blocks have been developed and emphasized as a tool for learning in mathematics education. After an introduction of the theme, we discuss the theoretical and epistemological perspectives that provide the basis for our analysis of the literature. 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