Abstract
To determine the value of color in the Cuisenaire rods 66 first and second graders were given treatments of teacher-presented lessons using either colored or uncolored rods. Tests of efficiency, rod identification, and comprehension were administered during the second and fifth periods and after the last period. Ss using colored rods took less time to complete the tasks and received higher scores on tests of rod identification than Ss using uncolored rods. No differences in comprehension were found between the two groups.
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