Manipulative Apps to Support Students With Disabilities in Mathematics

2017 ◽  
Vol 53 (3) ◽  
pp. 177-182 ◽  
Author(s):  
Emily C. Bouck ◽  
Christopher Working ◽  
Erin Bone
Keyword(s):  
Students With Disabilities ◽  
Mobile Devices ◽  
Conceptual Understanding ◽  
Virtual Manipulatives ◽  
Mathematical Concepts ◽  
Concrete Manipulatives ◽  
Informed Decisions ◽  
Student Preference ◽  
Support Students

Understanding mathematical concepts is important for all students, although often challenging for many students with disabilities. Historically, educators have used concrete manipulatives to support and build conceptual understanding. Mobile devices provide a valuable option to support students with disabilities in mathematics through app-based manipulatives. Although research is limited on app-based manipulatives, the emerging literature with virtual (i.e., digital) manipulatives more generally suggests student preference for virtual manipulatives without a loss of understanding. This column provides educators with information about app-based manipulatives and how to use them, with the goal of helping teachers make informed decisions about app-based manipulatives to support students.

scholarly journals Virtual Manipulatives: A Tool to Support Access and Achievement With Middle School Students With Disabilities

2019 ◽  
Vol 35 (1) ◽  
pp. 51-59 ◽  
Author(s):  
Emily C. Bouck ◽  
Leslie A. Mathews ◽  
Corey Peltier
Keyword(s):  
Middle School ◽  
Middle School Students ◽  
Students With Disabilities ◽  
Middle Grades ◽  
Virtual Manipulatives ◽  
School Students ◽  
Content Areas ◽  
Mathematical Content ◽  
Concrete Manipulatives ◽  
Instructional Needs

Manipulatives offer students with disabilities access and support in classrooms. However, it is important for educators to be aware that concrete manipulatives are not the only option. Teachers serving students identified with a disability in the middle grades may consider selecting virtual manipulatives as supplement, complement, or in lieu of concrete manipulatives. In this technology in action, the authors provide information for educators about using virtual manipulatives and how they can be used across different settings, instructional needs, and mathematical content areas for middle school students with disabilities.

Apps as Assistive Technology

2019 ◽  
pp. 212-224
Author(s):  
Emily C. Bouck ◽  
Sara M. Flanagan ◽  
Missy D. Cosby
Keyword(s):  
Assistive Technology ◽  
Student Learning ◽  
Students With Disabilities ◽  
Informed Decisions ◽  
Evaluation Rubrics ◽  
The Impact ◽  
Support Students ◽  
Google Play

Apps can serve as assistive technology to support students with disabilities. Yet, there is little support for educators in determining the most effective and efficient apps to support students with disabilities. The objectives of this chapter include (1) examining how apps can serve as assistive technology for students with disabilities; (2) discussing the importance of educators not being arbitrary in their decision to select and implement apps to serve as assistive technology, such as relying on reviews, ratings, app lists, app databases, or the inclusion on a categorization on iTunes or Google Play; and (3) presenting options for educators evaluating apps, which can assist educators in making more informed decisions for apps as assistive technology. Although some app evaluation rubrics exist specifically for students with disabilities, there is little research as to the impact of the rubrics on educators selecting apps or the impact on student learning.

Using the VA Framework to Teach Algebra to Middle School Students With High-Incidence Disabilities

2021 ◽  
pp. 016264342110193
Author(s):  
Erin K. Bone ◽  
Emily C. Bouck ◽  
John P. Smith
Keyword(s):  
Students With Disabilities ◽  
Functional Relation ◽  
Virtual Manipulatives ◽  
School Students ◽  
Negative Numbers ◽  
High Incidence ◽  
One Step ◽  
High Incidence Disabilities ◽  
Multiple Probe ◽  
Support Students

Algebra is considered by many to be a gateway to higher-level mathematics and eventual economic success yet students with and without disabilities often struggle to develop algebra skills. This study builds on the limited understanding of how virtual manipulatives support students with disabilities in the area of algebra by investigating their use within the virtual-abstract (VA) framework. Using a multiple probe across behaviors, replicated across participant design, researchers found a functional relation between the VA framework and student algebraic learning. Mathematical behaviors based on grade-level curriculum included: one-step equations with positive and negative numbers, two-step equations with positive numbers, and two-step equations with positive and negative numbers. All three seventh-grade students with high-incidence disabilities improved their performance on each of the three algebra behaviors during intervention, and all participants maintained their accuracy after intervention, as compared to baseline to maintenance. Detailed results and their implications for practice are discussed further.

The Virtual-Representational-Abstract Framework to Support Students With Disabilities in Mathematics

2018 ◽  
Vol 54 (3) ◽  
pp. 173-180 ◽  
Author(s):  
Emily C. Bouck ◽  
Jessica Sprick
Keyword(s):  
Students With Disabilities ◽  
Instructional Practice ◽  
Evidence Based Practice ◽  
Virtual Manipulatives ◽  
Evidence Based ◽  
Support Students ◽  
Abstract Framework

The virtual-representational-abstract (VRA) framework adapts an evidence-based practice, the concrete-representational-abstract (CRA) framework, while trying to meet students and teachers where they are in terms of technology interest and use in education. This article discusses the VRA framework and the advantages of virtual manipulatives, and explains how a teacher can implement the VRA framework. Although more research is needed on the VRA framework, the VRA provides teachers an option as an instructional practice or intervention to support students struggling in mathematics.

Apps as Assistive Technology

2018 ◽  
pp. 266-276
Author(s):  
Emily C. Bouck ◽  
Sara M. Flanagan ◽  
Missy D. Cosby
Keyword(s):  
Assistive Technology ◽  
Student Learning ◽  
Students With Disabilities ◽  
Informed Decisions ◽  
Evaluation Rubrics ◽  
The Impact ◽  
Support Students ◽  
Google Play

Apps can serve as assistive technology to support students with disabilities. Yet, there is little support for educators in determining the most effective and efficient apps to support students with disabilities. The objectives of this article include: (a) examining how apps can serve as assistive technology for students with disabilities, (b) discussing the importance of educators not being arbitrary in their decision to select and implement apps to serve as assistive technology, such as relying on reviews, ratings, app lists, app databases, or the inclusion on a categorization on iTunes or Google Play; and (c) presenting options for educators evaluating apps, which can assist educators in making more informed decisions for apps as assistive technology. Although some app evaluation rubrics exist specifically for students with disabilities, there is little research as to the impact of the rubrics on educators' selecting apps or the impact on student learning.

Utilizing Positive Behavioral Interventions and Supports to Reinforce Therapeutic Practices in the Schools

2015 ◽  
Vol 16 (1) ◽  
pp. 4-10 ◽  
Author(s):  
Lyndsey Zurawski
Keyword(s):  
Students With Disabilities ◽  
Behavioral Interventions ◽  
Classroom Setting ◽  
Behavior Interventions ◽  
Behavioral Strategies ◽  
Speech Language Pathologists ◽  
Positive Behavior Interventions ◽  
Positive Behavioral Interventions ◽  
Therapeutic Services ◽  
Support Students

Speech-language pathologists (SLPs) are faced with providing therapeutic services to students with a variety of disorders. Students with disorders such as speech and language impairments, autism, and intellectual disabilities can demonstrate behaviors within the classroom setting. Speech-language pathologists are a part of a collaborative team responsible for providing supports or interventions. Often, SLPs are unaware of behavioral strategies/interventions that correlate to school-wide expectations. This article provides examples of positive behavior interventions and supports (PBIS) that can be utilized to support students with disabilities in and out of the classroom.

scholarly journals INTEGRASI TEKNOLOGI DIGITAL DALAM PEMBELAJARAN DI ERA INDUSTRI 4.0

2018 ◽  
Vol 16 (1) ◽  
pp. 42-54 ◽  
Author(s):  
Susilahudin Putrawangsa ◽  
Uswatun Hasanah
Keyword(s):  
Mathematics Education ◽  
Learning Environment ◽  
Conceptual Understanding ◽  
Basic Principle ◽  
Digital Technology ◽  
Technology In Education ◽  
Mathematical Concepts ◽  
Mathematical Skills ◽  
Alternative Learning ◽  
Development Of Students

The recent study intends to describe the roles and the principles of integrating digital technology in education at the 4th Industrial Era. The integrartion is studied from mathematics education perspective. It is concluded that the basic principle of integrating digital technology in mathematics education is that the technology does not diminish students’ conceptual understanding or replace students’ intuitions in doing mathematics. Conversely, the technology is utilized to boost students’ conceptual understanding and maximize the development of students’ intuition in doing mathematics. It is identified that there are three didactical functions of digital technology in mathematics education, such as: (1) Technology for doing mathematics,  that is the technology is incorporated as alternative learning media in doing mathematical activities; (2) Technology for practicing skills, that is the technology is utilized as a learning environment to master particular mathematical skills; (3) Technology for developing conceptual understanding, that is the technology is integrated as a learning environment to develop students’ conceptual understanding of specific mathematical concepts. This last didactical function is the most expected of integrating digital technology in mathematics education.

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