ERIC Number: EJ1119709
Record Type: Journal
Publication Date: 2016-Nov
Abstractor: As Provided
Comparing the Effectiveness of Virtual and Concrete Manipulatives to Teach Algebra to Secondary Students with Learning Disabilities
Satsangi, Rajiv; Bouck, Emily C.; Taber-Doughty, Teresa; Bofferding, Laura; Roberts, Carly A.
Learning Disability Quarterly, v39 n4 p240-253 Nov 2016
A sizable body of literature exists studying various technologies and pedagogical practices for teaching secondary mathematics curriculum to students with a learning disability in mathematics. However, with the growing footprint of computer-based technologies in today's classrooms, some areas of study, such as the use of virtual manipulatives, lack sufficient exploration. Although concrete manipulatives were studied for many decades for students with a learning disability and are considered a best practice, the research base for virtual manipulatives is notably less. With a specific focus on algebraic instruction, this study sought to compare the benefits of both forms of manipulatives to assist secondary students with a learning disability in mathematics to solve single-variable linear equations using a single-subject alternating treatment design. Over the course of 30 sessions of intervention, three students exhibited over 90% average accuracy solving problems using both virtual and concrete manipulatives, while the concrete manipulative earned higher scores for two of the three students.
Descriptors: Algebra, Mathematics Instruction, Learning Disabilities, Manipulative Materials, Teaching Methods, Secondary School Mathematics, Technology Uses in Education, Educational Technology, Problem Solving, Intervention, Prompting, Children, Intelligence Tests, High School Students, At Risk Students
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Publication Type: Journal Articles; Reports - Research
Education Level: Secondary Education; High Schools
Authoring Institution: N/A
Identifiers - Assessments and Surveys: Wechsler Intelligence Scale for Children