App-Based Manipulatives and Explicit Instruction to Support Division with Remainders

Autor/inn/en	Bouck, Emily C.; Park, Jiyoon; Levy, Kennedy; Cwiakala, Katie; Whorley, Abbey
Titel	App-Based Manipulatives and Explicit Instruction to Support Division with Remainders
Quelle	In: Exceptionality, 28 (2020) 1, S.45-59 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Levy, Kennedy) ORCID (Cwiakala, Katie)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0936-2835
DOI	10.1080/09362835.2019.1586709
Schlagwörter	Computer Software; Manipulative Materials; Direct Instruction; Division; Mathematics Instruction; Students with Disabilities; Problem Solving; Middle School Students; Assistive Technology; Handheld Devices; Special Education; Student Attitudes; Instructional Effectiveness; Public Schools; Rural Schools; Mathematics Skills + Suchen Sie Ihr Suchwort? Hilfsmittel; Direct instructional procedues; Direct instructional approach; Unterrichtsverfahren; Mathematics lessons; Mathematikunterricht; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Problemlösen; Middle school; Middle schools; Mittelschule; Mittelstufenschule; Special needs education; Sonderpädagogik; Sonderschulwesen; Schülerverhalten; Unterrichtserfolg; Public school; Öffentliche Schule; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz
Abstract	In theory, both virtual manipulatives and explicit instruction are viable options to support students with disabilities as they learn mathematics. This study explored the effect of a treatment package--an app-based virtual manipulative (Cuisenaire® Rods) in conjunction with explicit instruction--on students' acquisition and generalization of solving problems involving division of whole numbers with remainders. Three middle school students with disabilities participated in this multiple baseline, multiple probe across participants single case design study. Each of the students acquired the mathematical behavior of being able to solve division with remainders problems. In other words, a functional relation existed between the intervention package of explicit instruction and the Cuisenaire® Rods app-based manipulative and students' accuracy in solving division with remainders problems. Yet, two students failed to generalize the skill without the explicit instruction and use of the app-based manipulative. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01