Teaching Multistep Equations with Virtual Manipulatives to Secondary Students with Learning Disabilities

Autor/inn/en	Satsangi, Rajiv; Hammer, Rachel; Evmenova, Anya S.
Titel	Teaching Multistep Equations with Virtual Manipulatives to Secondary Students with Learning Disabilities
Quelle	In: Learning Disabilities Research & Practice, 33 (2018) 2, S.99-111 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Satsangi, Rajiv)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0938-8982
DOI	10.1111/ldrp.12166
Schlagwörter	Learning Disabilities; Secondary School Students; Secondary School Mathematics; Teaching Methods; Educational Technology; Technology Uses in Education; Manipulative Materials; Algebra; Problem Solving; Correlation; Generalization; Mathematics Skills; Equations (Mathematics) + Suchen Sie Ihr Suchwort? Learning handicap; Lernbehinderung; Sekundarschüler; Teaching method; Lehrmethode; Unterrichtsmethode; Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Hilfsmittel; Problemlösen; Korrelation; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Equations; Mathematics; Gleichungslehre
Abstract	Students with learning disabilities often struggle with the academic demands presented in secondary mathematics curricula. To combat these students' struggles, researchers have studied various pedagogical practices and classroom technologies for teaching standards covered in subjects such as algebra and geometry. However, as the role of computer- and tablet-based technologies in education grows, some areas of study, such as the use of virtual manipulatives, lack exploration. This study sought to assess the benefits of virtual manipulatives to teach secondary students with a learning disability in mathematics how to solve multistep algebraic equations. A multiple baseline design across three participants demonstrated a functional relation between the use of a virtual manipulative balance and teaching students to acquire, maintain, and generalize the skill of solving multistep algebraic equations. Results provide new evidence demonstrating virtual manipulatives as a beneficial age-appropriate technology to teach higher order mathematical concepts to secondary students with a learning disability. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01