Examining Virtual Manipulatives for Teaching Computations with Fractions to Children with Mathematics Difficulty

Autor/inn/en	Satsangi, Rajiv; Raines, Alexandra R.
Titel	Examining Virtual Manipulatives for Teaching Computations with Fractions to Children with Mathematics Difficulty
Quelle	In: Journal of Learning Disabilities, 56 (2023) 4, S.295-309 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Satsangi, Rajiv)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-2194
DOI	10.1177/00222194221097710
Schlagwörter	Educational Technology; Manipulative Materials; Computation; Fractions; Learning Disabilities; Students with Disabilities; Elementary School Students; Elementary School Mathematics; Direct Instruction; Instructional Effectiveness; Grade 5 + Suchen Sie Ihr Suchwort? Unterrichtsmedien; Hilfsmittel; Bruchrechnung; Learning handicap; Lernbehinderung; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Elementare Mathematik; Schulmathematik; Direct instructional procedues; Direct instructional approach; Unterrichtsverfahren; Unterrichtserfolg; School year 05; 5. Schuljahr; Schuljahr 05
Abstract	As digital technology use increases in K-12 education, greater numbers of strategies become available to support students in mathematics. One technology that provides students diverse representations of mathematical concepts is virtual manipulatives. Although instruction featuring representations with physical manipulatives possesses a large body of research, the virtual form lacks comparable study, particularly with young children experiencing mathematics difficulty or identified with a mathematics learning disability. These students often demonstrate challenges learning integral skills such as fractions that subsequently affect their academic success in future years. This study examined the use of virtual manipulatives paired with explicit instruction and a system of least prompts for teaching computations with fractions to three elementary students with mathematics difficulty. A functional relation was found using a single-subject multiple probe design between the treatment condition and students' accuracy performance solving problems. These results and their implications for the field at-large are discussed. (As Provided).
Anmerkungen	SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01