摘要：In recent years, partially because of federal legislation, there have been increases in demand for accountability in all educational venues. Performance in elementary mathematics is no exception. In this paper we review the relevant parts of the learning theories of Piaget, Bruner, and Vygotsky and address the difficulties teachers may face when introducing mathematical concepts. The review of theories, along with a review of previously published empirical studies, supports the use of multi-sensory teaching techniques in the elementary, specifically kindergarten through third grade, classrooms. Since students (both regular and special needs) develop and learn at different rates, it is unlikely that all will be developmentally prepared to assimilate new mathematical concepts at the same time. Multi-sensory techniques allow many students, by assimilation, to grasp elusive concepts and keep up with their peers.
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