Virtual Manipulatives as Assistive Technology to Support Students with Disabilities with Mathematics

Autor/inn/en	Bouck, Emily C.; Park, Jiyoon; Stenzel, Kelly
Titel	Virtual Manipulatives as Assistive Technology to Support Students with Disabilities with Mathematics
Quelle	In: Preventing School Failure, 64 (2020) 4, S.281-289 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1045-988X
DOI	10.1080/1045988X.2020.1762157
Schlagwörter	Students with Disabilities; Assistive Technology; Manipulative Materials; Technology Uses in Education; Mathematics Instruction; Middle School Students; Teaching Methods; Mathematics Skills; Division; Problem Solving; Program Effectiveness; Wechsler Intelligence Scale for Children; Woodcock Johnson Tests of Achievement; Wechsler Individual Achievement Test; Kaufman Test of Educational Achievement + Suchen Sie Ihr Suchwort? Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Hilfsmittel; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Mathematics lessons; Mathematikunterricht; Middle school; Middle schools; Mittelschule; Mittelstufenschule; Teaching method; Lehrmethode; Unterrichtsmethode; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Problemlösen; WIAT; Eignungsprüfung; Eignungstest; Schulleistung; Test
Abstract	Assistive technology supports students with disabilities in a variety of ways, including serving as a means of instruction. Although virtual manipulatives can serve as an assistive technology tool, limited research examines virtual manipulatives in-and-of-themselves to support students with disabilities. This study explored app-based virtual manipulatives as mathematics-based assistive technology to support middle school students to acquire and maintain solving division with remainder problems. Through a single-case multiple probe across participants design, researchers found the three students acquired and maintained their accuracy in solving division with remainder problems when provided with the app-based manipulative. The study corroborates the use of virtual manipulatives by students with disabilities when learning mathematics. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01