The use of manipulatives to teach mathematics is often prescribed as an efficacious teaching strategy. To examine the empirical evidence regarding the use of manipulatives during mathematics instruction, we conducted a systematic search of the literature. This search identified 55 studies that compared instruction with manipulatives to a control condition where math instruction was provided with only abstract math symbols. The sample of studies included students from kindergarten to college level (N ϭ 7,237). Statistically significant results were identified with small to moderate effect sizes, as measured by Cohen's d, in favor of the use of manipulatives when compared with instruction that only used abstract math symbols. However, the relationship between teaching mathematics with concrete manipulatives and student learning was moderated by both instructional and methodological characteristics of the studies. Additionally, separate analyses conducted for specific learning outcomes of retention (k ϭ 53, N ϭ 7,140), problem solving (k ϭ 9, N ϭ 477), transfer (k ϭ 13, N ϭ 3,453), and justification (k ϭ 2, N ϭ 109) revealed moderate to large effects on retention and small effects on problem solving, transfer, and justification in favor of using manipulatives over abstract math symbols.

The authors analyzed findings from a counselor‐delivered social and emotional learning and mindfulness‐based intervention with twenty‐three 3‐ and 4‐year‐olds from economically disadvantaged backgrounds. Using a multilevel modeling approach to illustrate students' growth across multiple behavioral observations in a randomized controlled design, the authors found that the treatment group exhibited more self‐regulatory‐related behaviors on days when the intervention occurred. Qualitative analyses revealed that the students adopted kindness language consistent with the intervention. Implications for practice are suggested.

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The authors describe a school counselor intervention delivered to a predominantly Hispanic group of 193 7th‐grade students. Using multilevel modeling, the authors found that participation resulted in greater rates of academic achievement, particularly in math and for students who pretested at lower achievement levels. Results indicated an indirect effect on math achievement for the executive functioning constructs of plan and organize and task completion, but no executive functioning mediators were found for reading or feelings of connectedness.