Virtual versus Concrete: A Comparison of Mathematics Manipulatives for Three Elementary Students with Autism

Autor/inn/en	Shurr, Jordan; Bouck, Emily C.; Bassette, Laura; Park, Jiyoon
Titel	Virtual versus Concrete: A Comparison of Mathematics Manipulatives for Three Elementary Students with Autism
Quelle	In: Focus on Autism and Other Developmental Disabilities, 36 (2021) 2, S.71-82 (12 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Shurr, Jordan) ORCID (Bouck, Emily C.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1088-3576
DOI	10.1177/1088357620986944
Schlagwörter	Manipulative Materials; Mathematics Skills; Mathematics Instruction; Instructional Effectiveness; Educational Technology; Computer Simulation; Word Problems (Mathematics); Problem Solving; Addition; Elementary School Students; Children; Males; Students with Disabilities; Autism; Pervasive Developmental Disorders; Public Schools + Suchen Sie Ihr Suchwort? Hilfsmittel; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Mathematics lessons; Mathematikunterricht; Unterrichtserfolg; Unterrichtsmedien; Computergrafik; Computersimulation; Textaufgabe; Problemlösen; Child; Kind; Kinder; Male; Männliches Geschlecht; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Autismus; Public school; Öffentliche Schule
Abstract	Basic mathematic skills at the early age are foundational for later learning. Many students with autism spectrum disorder (ASD) struggle in academic learning without sufficient support. Research in the area of concrete manipulatives--tangible representations of abstract concepts--has been found effective. In addition, promising research has emerged in the area of virtual manipulatives--virtual representations of abstract concepts--as tools to support mathematics skill acquisition. Using a multiple baseline across participants with an embedded alternating treatment design, this study presents a replication of previous research comparing the effects of concrete and virtual manipulatives in the acquisition of double-digit addition and word problem-solving abilities of three elementary students with ASD. Findings indicate that while both interventions produce better outcomes than baseline, the virtual manipulative condition appear to be more supportive than concrete manipulatives. (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