HIGHLIGHTS
SUMMARY
Some researchers dispute the presence of physicality as a requirement and claim that hands-on experience is not always beneficial in mathematics learning (Carbonneau et_al, 2013; Rau and Herder, 2021). Some researchers hold the view that hands-on experience wouldn`t enhance math problem-solving at least from the fourth grade onward, for students who have entered the formal operational stage and had the ability of abstract thinking (for an overview see Brown et_al, 2009; Carbonneau et_al, 2013). At the same time, meta-analysis confirmed that the neural mechanism of mathematical learning depends on . . .
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