Concrete and App-Based Manipulatives to Support Students with Disabilities with Subtraction

Autor/inn/en	Bouck, Emily C.; Chamberlain, Courtney; Park, Jiyoon
Titel	Concrete and App-Based Manipulatives to Support Students with Disabilities with Subtraction
Quelle	In: Education and Training in Autism and Developmental Disabilities, 52 (2017) 3, S.317-331 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2154-1647
Schlagwörter	Disabilities; Teaching Methods; Mathematics Instruction; Manipulative Materials; Computer Oriented Programs; Educational Technology; Technology Uses in Education; Middle School Students; Subtraction; Mathematics Skills; Skill Development; Student Attitudes; Preferences; Problem Solving; Intervention; Comparative Analysis; Observation; Interviews + Suchen Sie Ihr Suchwort? Handicap; Behinderung; Teaching method; Lehrmethode; Unterrichtsmethode; Mathematics lessons; Mathematikunterricht; Hilfsmittel; Computerprogramm; Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Subtraktion; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Kompetenzentwicklung; Qualifikationsentwicklung; Schülerverhalten; Problemlösen; Beobachtung; Interviewing; Interviewtechnik
Abstract	Manipulatives support students with and without disabilities in mathematics. However, as students age, concrete manipulatives can be limiting and potentially not age appropriate (Satsangi, 2015). An alternative is virtual manipulatives, including app-based manipulatives. This study compared the use of app-based manipulatives to concrete manipulatives in supporting students with disabilities in solving subtraction problems with regrouping. Using an adapted alternating treatment design with three middle school students with disabilities, the researcher found app base 10 blocks were more effective in terms of solving subtraction with regrouping for two of the students. They also found that all three students were more independent with the app-based manipulatives, although only two of the three students preferred the app-based manipulatives to the concrete manipulatives. (As Provided).
Anmerkungen	Division on Autism and Developmental Disabilities, Council for Exceptional Children. DDD, P.O. Box 3512, Fayetteville, AR 72702. Tel: 479-575-3326; Fax: 479-575-6676; Web site: http://daddcec.org/Publications/ETADDJournal.aspx
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01