A Meta-Analysis of Single-Case Research Using Mathematics Manipulatives with Students at Risk or Identified with a Disability

Autor/inn/en	Peltier, Corey; Morin, Kristi L.; Bouck, Emily C.; Lingo, Mindy E.; Pulos, Joshua M.; Scheffler, Faye A.; Suk, Andrea; Mathews, Leslie A.; Sinclair, Tracy E.; Deardorff, Malarie E.
Titel	A Meta-Analysis of Single-Case Research Using Mathematics Manipulatives with Students at Risk or Identified with a Disability
Quelle	In: Journal of Special Education, 54 (2020) 1, S.3-15 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-4669
DOI	10.1177/0022466919844516
Schlagwörter	At Risk Students; Students with Disabilities; Manipulative Materials; Research Design; Educational Research; Mathematics Instruction; Instructional Effectiveness; Intervention; Age Differences; Research Methodology; Behavior Disorders; Emotional Disturbances; Mathematical Concepts; Preschool Education; Elementary Secondary Education + Suchen Sie Ihr Suchwort? Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Hilfsmittel; Forschungsdesign; Bildungsforschung; Pädagogische Forschung; Mathematics lessons; Mathematikunterricht; Unterrichtserfolg; Age; Difference; Age difference; Altersunterschied; Research method; Forschungsmethode; Gefühlsstörung; Pre-school education; Vorschulerziehung
Abstract	Manipulatives are widely considered an effective practice and have been recommended as an evidence-based practice for students identified with a learning disability when used within the concrete--representational--abstract instructional framework. The aim of the current study was to evaluate single-case experimental designs that implemented a mathematics intervention using manipulatives on the mathematical outcomes of students at risk or identified with a disability. A total of 53 studies were included in the review. The Tau-"U" effect size (ES) across studies ranged from 0.34 to 1.00, with an omnibus ES of 0.91 (CI[subscript 95] = [0.87, 0.95]). The between-case standardized mean difference for individual studies ranged from 0.03 to 18.58. Moderator analyses revealed that out of nine variables analyzed (i.e., study quality, design, age, interventionist, manipulative type, perceptual richness, math concept, dependent variable, and disability category), only disability category served as a moderator. Implications for research and practice 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: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01