Virtual Manipulatives for Teaching Algebra: A Research-to-Practice Guide for Secondary Students with a Learning Disability

2021 ◽  
Vol 26 (1) ◽  
Author(s):  
Rajiv Satsangi ◽  
Alexandra Raines ◽  
Kaitlynn Fraze
Keyword(s):  
Learning Disability ◽  
Secondary Students ◽  
Mathematics Learning ◽  
Appropriate Technology ◽  
Virtual Manipulatives ◽  
Mathematical Concepts ◽  
Practice Guide ◽  
Teaching Algebra ◽  
Age Appropriate ◽  
Conceptual Skills

Many forms of assistive and instructional technology exist to support secondary students in mathematics education. Classroom technology provides particular benefits to students who frequently struggle learning academic content such as procedural and conceptual skills in algebra. One tool studied in mathematics to support the needs of students with or at-risk for a mathematics learning disability is virtual manipulatives. Research shows virtual manipulatives support cognition by providing visual representations of mathematical concepts and are an age appropriate technology solution for secondary students that promote autonomy inside and beyond the classroom setting. The aim of this article is to highlight research on virtual manipulatives for secondary students with a learning disability in mathematics and discuss techniques for teachers to incorporate these tools into their classrooms to support students.

Studying the Impact of Video Modeling for Algebra Instruction for Students With Learning Disabilities

2020 ◽  
pp. 002246692093746
Author(s):  
Rajiv Satsangi ◽  
Rachel H. Billman ◽  
Alexandra R. Raines ◽  
Anna M. Macedonia
Keyword(s):  
Learning Disability ◽  
Student Performance ◽  
Secondary Students ◽  
Video Modeling ◽  
Mathematics Learning ◽  
Severe Disabilities ◽  
Appropriate Technology ◽  
Probe Design ◽  
Single Subject ◽  
The Impact

Video modeling possesses an established research base for teaching students with severe disabilities. However, the application of this strategy for teaching academic skills to students with a learning disability is less known, particularly in secondary mathematics. Video modeling provides a resource for supplementary instruction using age appropriate technology to support student learning. To explore the use of this strategy in Algebra, this study assessed video modeling paired with a system of prompting to teach three secondary students with a mathematics learning disability how to graph linear equations. Using a single subject multiple probe design, student performance across multiple measures including problem-solving accuracy and independence improved for all three students during treatment phases. These results and their implications for the broader field of mathematics education are discussed.

Virtual Manipulative-Based Intervention Package to Teach Multiplication and Division to Secondary Students With Developmental Disabilities

2020 ◽  
Vol 35 (4) ◽  
pp. 195-207
Author(s):  
Emily C. Bouck ◽  
Jordan Shurr ◽  
Jiyoon Park
Keyword(s):  
Developmental Disabilities ◽  
Secondary Students ◽  
Single Case ◽  
Virtual Manipulatives ◽  
Instructional Sequence ◽  
Intervention Package ◽  
School Students ◽  
Mathematical Concepts ◽  
System Of Least Prompts ◽  
Multiple Probe

Mathematics instruction for students with intellectual disabilities and autism is important. However, it is imperative for researchers and practitioners to focus on the maintenance of mathematical concepts and not just acquisition for these students. Through a single-case multiple probe across participants study, researchers explored an intervention package consisting of a manipulative-based instructional sequence involving virtual manipulatives and then representations (i.e., drawings; referred to as the virtual-representational instructional sequence), explicit instruction, the system of least prompts, overlearning, and support fading to support students with intellectual disability and autism to acquire and maintain multiplication or division skills. The three middle school students who completed the entire intervention acquired and maintained their targeted mathematics skill—in multiplication or division. The results have implications for use of intervention packages to teach foundational mathematics skills to students with developmental disabilities.

scholarly journals Bootstrapping: The Emergent Technological Practices of Post-secondary Students with Mathematics Learning Disabilities

2020 ◽  
Vol 30 (1) ◽  
pp. 1-24
Author(s):  
Alayne Armstrong ◽  
Mirela Gutica
Keyword(s):  
Learning Disabilities ◽  
Secondary Students ◽  
Mathematics Learning ◽  
Structured Interviews ◽  
Mathematical Concepts ◽  
Course Content ◽  
Post Secondary ◽  
Mathematics Learning Disabilities ◽  
Post Secondary Students

Drawn from an investigation of the emergent technological practices of post-secondary students with mathematics learning disabilities, this case study employs an enactivist framework in considering the bootstrapping processes our participants report engaging in when using personal electronic devices for academic support. Video-recorded, semi-structured interviews were conducted with nine post-secondary participants with mathematics learning disabilities in two western Canadian urban centres. Findings suggest that participants used technology to control and improve sensory input in order to better access mathematics course content and monitor the accuracy of their work, engage with alternate presentations of mathematical concepts to enhance their level of understanding, reduce workload, and improve organization. We discuss how their strategies in using technology relate to Bereiter’s categorization of bootstrapping resources (1985), including imitation, chance by selection, learning support systems, and piggybacking. Grounded in a “learner’s perspective,” this case study identifies technological adaptations and strategies that may be helpful to others with mathematics learning disabilities.

scholarly journals An Exploration of Secondary Students’ Perception of Blended Learning in Mathematics Learning

2020 ◽  
Vol 4 (2) ◽  
Author(s):  
Intania Ayu Harjanti ◽  
Ayu Faradillah
Keyword(s):  
Blended Learning ◽  
Secondary Students ◽  
Mathematics Learning ◽  
Easy Access ◽  
Survey Method ◽  
Learning Models ◽  
Research Subjects ◽  
Mathematical Concepts ◽  
Learning Mathematics ◽  
Mathematical Problems

This study aims to analyze students’ perceptions about the use of blended learning models in understanding mathematics. As blended learning becomes more commonplace, it is important to assess whether students like or dislike the application of blended learning in their studies. The total research subjects were 319 secondary students from 6 different schools in Jakarta. Furthermore, this study used a survey method and the data were analyzed using the Rasch Model (WinSteps). The research instrument was a questionnaire consisting of 21 statements with several indicators, including the delivery of material, understanding of mathematical concepts, easy access, and assignments. Based on the wright maps table on WinSteps, the percentage of male students who like the Blended Learning model in learning mathematics is more than female students. Meanwhile, when viewed in terms of grade, 7th and 8th grade students like the application of blended learning models the most. In addition, this study reveals that students most dislike when it is difficult to access assignments online during the application of blended learning by teachers in learning mathematics. Therefore, to solve mathematical problems, students prefer to have a face-to-face interaction with the teachers to ask if there is something that is not understood yet.

Studying Virtual Manipulatives Paired With Explicit Instruction to Teach Algebraic Equations to Students With Learning Disabilities

2018 ◽  
Vol 41 (4) ◽  
pp. 227-242 ◽  
Author(s):  
Rajiv Satsangi ◽  
Rachel Hammer ◽  
Christina D. Hogan
Keyword(s):  
Mathematics Education ◽  
Learning Disability ◽  
Students With Disabilities ◽  
Secondary Students ◽  
Instructional Strategy ◽  
Explicit Instruction ◽  
Virtual Manipulatives ◽  
Probe Design ◽  
Algebraic Equations ◽  
K 12

Over the last two decades, the significance of academic achievement for students with disabilities in K–12 education has increased. To meet the needs of this population, educators turned to innovative strategies and technologies for instructional support in the classroom. For students with a learning disability, the need for such solutions is vital to address many of the academic struggles they face in the area of mathematics education. One evidence-based strategy shown to support instruction for students with a learning disability is the use of manipulatives. Although concrete manipulatives were extensively studied for this population, the virtual form of this technology lacks comparable research. Using a multiple probe design across three secondary students with a learning disability in mathematics, this study assessed the benefits of an instructional strategy using a virtual manipulative balance paired with explicit instruction to teach multistep linear equations. Results showed increased percent accuracy and independence scores for all three students across an intervention and maintenance phase. These findings and their broader implications for the field of mathematics education are discussed.

The Interplay Between Mathematical and Computational Thinking in Primary School Students’ Mathematical Problem-Solving Within a Programming Environment

2021 ◽  
pp. 073563312097993
Author(s):  
Zhihao Cui ◽  
Oi-Lam Ng
Keyword(s):  
Problem Solving ◽  
Mathematical Thinking ◽  
Mathematics Learning ◽  
Mathematical Problem ◽  
Computational Thinking ◽  
Programming Environment ◽  
Primary School Students ◽  
School Students ◽  
Mathematical Concepts ◽  
Block Based

In this paper, we explore the challenges experienced by a group of Primary 5 to 6 (age 12–14) students as they engaged in a series of problem-solving tasks through block-based programming. The challenges were analysed according to a taxonomy focusing on the presence of computational thinking (CT) elements in mathematics contexts: preparing problems, programming, create computational abstractions, as well as troubleshooting and debugging. Our results suggested that the challenges experienced by students were compounded by both having to learn the CT-based environment as well as to apply mathematical concepts and problem solving in that environment. Possible explanations for the observed challenges stemming from differences between CT and mathematical thinking are discussed in detail, along with suggestions towards improving the effectiveness of integrating CT into mathematics learning. This study provides evidence-based directions towards enriching mathematics education with computation.

Helping High Ability Students Overcome Math Anxiety through Bibliotherapy

1997 ◽  
Vol 8 (4) ◽  
pp. 164-178 ◽  
Author(s):  
Thomas P. Hébert ◽  
Joseph M. Furner
Keyword(s):  
Secondary Students ◽  
Math Anxiety ◽  
Lesson Plan ◽  
Mathematics Learning ◽  
Critical Role ◽  
High Ability ◽  
Negative Attitudes ◽  
Affective Factors ◽  
High Ability Students ◽  
Learning And Instruction

Affective factors play a critical role in mathematics learning and instruction. Evidence of negative attitudes and high levels of anxiety toward mathematics is abundant. Since math anxiety is widespread and the need for the understanding of mathematics is critical to success in school, secondary teachers need practical classroom strategies to use to relieve these anxious feelings in their high ability students. Bibliotherapy is one such strategy through which secondary students may gain helpful insights to deal with their math anxiety. The article provides a lesson plan featuring Math Curse and then suggests available literature dealing with math anxiety.

scholarly journals Ethnoconstructivism analysis: Study of pedagogic mathematics competence of primary school teachers

2020 ◽  
Vol 9 (3) ◽  
pp. 614
Author(s):  
Syahrial Syahrial ◽  
Asrial Asrial ◽  
Maison Maison ◽  
Amirul Mukminin ◽  
Dwi Agus Kurniawan
Keyword(s):  
Cultural Values ◽  
Learning Strategy ◽  
Mathematics Learning ◽  
Implementation Process ◽  
School Teachers ◽  
Mathematical Concepts ◽  
Teacher Understanding ◽  
Teacher Competency ◽  
Mathematics Competence ◽  
Quality Learning

The teacher has an important role in realizing quality learning. Qualified teachers are shown with good competence. Teacher competency can be improved through teacher understanding of non-constructivism knowledge in mathematics learning. Teachers can integrate cultural values and local wisdom into mathematical concepts to shape student knowledge. Integrating cultural values and local wisdom into mathematics learning makes students learn through their cultural background experiences. This research wasa descriptive research employed 691 respondents. The instruments in this study were questionnaires, tests and interviews to reinforce quantitative results. The purpose of this study was to determine the level of <br /> teacher pedagogical knowledge, teacher ethnoconstructivism knowledge, the influence and impact of ethnoconstivism knowledge in mathematics learning. The results of this study indicate the competence of elementary school teachers in Batanghari, Muaro Jambi, and Jambi City tends to be generally not good, and teachers have applied ethno-constructivism in mathematics learning through the use of media, models, and learning strategy. Teachers still encounter many obstacles in the implementation process. And the age range of the teacher has an impact on the level of ethnoconstructivism knowledge in mathematics learning.

scholarly journals Aktivitas Matematika Berbasis Budaya pada Masyarakat Lampung

2016 ◽  
Vol 7 (2) ◽  
pp. 221-230
Author(s):  
Rosida Rakhmawati
Keyword(s):  
Mathematics Learning ◽  
Mathematical Problem ◽  
Mathematical Concept ◽  
Vital Role ◽  
Exploratory Research ◽  
Mathematical Concepts ◽  
Daily Lives ◽  
Home Building ◽  
Culture Based Education

Culture-based education has a vital role of individuals and communities to achieve progressivity in all aspects of life. Math-based culture called ethnomathematics is an approach that can be used to explain the role of mathematics in a multicultural society. Mathematical concepts used to explore the existence of mathematics in culture, especially traditional societies of Lampung. This study aims to describe the results of exploration Lampung Ethnomathematics with this kind of exploratory research as well as an ethnographic approach. The results showed that without studying the mathematical concept, traditional society of Lampung have applied these concepts in their daily lives using ethnomathematics. Proved the existence of mathematical concepts contained in custom home building, the local unit of  Lampung, geometric shapes motif of tapis, as well as traditional games Lampung. Researchers suggest the results of this study to (a) used as alternative ideas mathematics learning outside the classroom, (b) introduced in learning formal mathematics as initial capital to teach the concept of mathematics to students, (c) be used as reference material for preparing a matter of mathematical problem-solving context.

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