Comparing Concrete and Virtual Manipulatives to Teach Algebra to Middle School Students with Disabilities

Autor/inn/en	Bone, Erin K.; Bouck, Emily C.; Satsangi, Rajiv
Titel	Comparing Concrete and Virtual Manipulatives to Teach Algebra to Middle School Students with Disabilities
Quelle	In: Exceptionality, 31 (2023) 1, S.1-17 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0936-2835
DOI	10.1080/09362835.2021.1938057
Schlagwörter	Manipulative Materials; Students with Disabilities; Mathematics Instruction; Algebra; Middle School Students; Program Effectiveness; Accuracy; Computer Simulation; Educational Technology; Technology Uses in Education; Grade 7; Intervention; Problem Solving; Mathematics Skills + Suchen Sie Ihr Suchwort? Hilfsmittel; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Mathematics lessons; Mathematikunterricht; Middle school; Middle schools; Mittelschule; Mittelstufenschule; Computergrafik; Computersimulation; Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; School year 07; 7. Schuljahr; Schuljahr 07; Problemlösen; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz
Abstract	Manipulatives are an effective mathematical tool to support students with disabilities in the area of mathematics. Yet, there remain inconsistencies in terms of which type -- concrete or virtual -- is more effective for students with disabilities working on algebra related content and which type is preferred by students. The researchers used an alternating treatment single case research design to compare the effectiveness of each type of manipulative in terms of students' accuracy and independence when using the tools. Results indicate both types of manipulatives were effective in terms of accuracy no notable differences when comparing independence. However, when reviewing social validity interview data, all three students preferred virtual algebra tiles. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01