In the owl game, being shown the solids and working with pictures and labels did not help two boys distinguish solids; body-based experience with contrastive guidance was needed¶

Claim · All claims
Evidence · 1 study (2 entries) · qualitative r2–r3 · q2
Currency · newest study 2020 · checked against its sources 2026-10-20 (automated, 2 of 2 entries) · not reviewed by a person

Subclaims¶

q2 i? Two boys could not distinguish geometric solids in the owl game after only a presentation and a picture-and-label task. → Ahlquist 2020 q2 i? After the researcher had them touch and contrast surfaces, the boys could categorize solids by flat and curved surfaces and identify pyramids. → Ahlquist 2020 (2)

Evidence¶

Ahlquist 2020¶

Ahlquist, E.-M. T., & Gynther, P. (2020). Teaching in the Montessori Classroom: Investigating Variation Theory and Embodiment as a Foundation of Teachers' Development. Journal of Montessori Research, 6(1). https://journals.ku.dk/jmr doi:10.17161/jomr.v6i1.12051

q2 · i? · qualitative · r2

Observation of two boys playing the owl game with geometric solids under a cloth; their yes-no questions showed they could not imagine the hidden solid. The authors report that "simply being shown the material and then working with the pictures and labels did not help the boys succeed."

"The goal of the owl game was to distinguish the solids, but simply being shown the material and then working with the pictures and labels did not help the boys succeed."

Ahlquist 2020 (2)¶

Ahlquist, E.-M. T., & Gynther, P. (2020). Teaching in the Montessori Classroom: Investigating Variation Theory and Embodiment as a Foundation of Teachers' Development. Journal of Montessori Research, 6(1). https://journals.ku.dk/jmr. doi:10.17161/jomr.v6i1.12051

q2 · i? · qualitative · r3

Observation of the researcher's intervention during the owl game: the boys touched surfaces, grouped solids as flat or curved, placed cone and cylinder in a third group, and identified pyramid sides after reexamination. The authors report that after touching, "they could distinguish the concept of surface."

"The researcher initially gave them some instructions, but then her epistemological moves were of a reconstructional nature, for instance, when she asked them to touch the different surfaces. Now they could distinguish the concept of surface and could place the solids in different categories according to their surfaces."

Discussion¶

Learner Variables¶

• Geometric Reasoning — outcome: instruction changes it

Related Claims¶

• Manipulatives Improve Math Learning — the general claim this finding bears on, with the studies behind it

• The review reports that role-playing exercises significantly enhanced students' 21st-century skills including communication, collaboration, and critical thinking — the general claim this finding bears on, with the studies behind it

• Embodied collaborative construction can build shared geometric reasoning — related
• A teacher's awareness of why a learning object must be treated in accordance with variation theory and embodiment promotes a more constructive and effective way to direct children's learning — a broader claim this one bears on
• Multimedia Principle Improves Learning — reports the opposite