Literaturnachweis - Detailanzeige
| Autor/inn/en | Bassette, Laura; Bouck, Emily; Shurr, Jordan; Park, Jiyoon; Cremeans, McKenzie; Rork, Emma; Miller, Kelsey; Geiser, Sarah |
|---|---|
| Titel | A Comparison of Manipulative Use on Mathematics Efficiency in Elementary Students with Autism Spectrum Disorder |
| Quelle | In: Journal of Special Education Technology, 35 (2020) 4, S.179-190 (12 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0162-6434 |
| DOI | 10.1177/0162643419854504 |
| Schlagwörter | Teaching Methods; Mathematics Instruction; Elementary School Mathematics; Manipulative Materials; Autism; Pervasive Developmental Disorders; Instructional Effectiveness; Mathematics Skills; Educational Technology; Technology Uses in Education; Conventional Instruction; Student Attitudes; Grade 2; Grade 3; Grade 4; Elementary School Students; Students with Disabilities Teaching method; Lehrmethode; Unterrichtsmethode; Mathematics lessons; Mathematikunterricht; Elementare Mathematik; Schulmathematik; Hilfsmittel; Autismus; Unterrichtserfolg; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Schülerverhalten; School year 02; 2. Schuljahr; Schuljahr 02; School year 03; 3. Schuljahr; Schuljahr 03; School year 04; 4. Schuljahr; Schuljahr 04; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung |
| Abstract | Manipulatives are a commonly used intervention that provide visual instruction known to promote mathematical learning; however, the impact on students with autism spectrum disorder (ASD) is less understood. Improving mathematical procedural understanding is important for students with ASD given these skills can help increase access to more advanced mathematics and future opportunities (e.g., postsecondary education). This study expanded upon previous research and compared the ability of students with ASD to solve mathematical problems when using concrete and app-based manipulatives. A single-case alternating treatment design was used to explore differences in steps completed independently per minute (i.e., efficiency) and accuracy when using both types of manipulatives. Two participants were more efficient when using the app-based manipulative while one was more efficient with the concrete manipulative. Similar to previous research, all participants indicated they preferred the app-based condition. Limitations and future research are included. (As Provided). |
| Anmerkungen | SAGE Publications. 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: http://sagepub.com |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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