Virtual manipulatives as assistive technology to support students with disabilities with mathematics

Abstract

Assistive technology supports students with disabilities in a variety of ways, including serving as a means of instruction. Although virtual manipulatives can serve as an assistive technology tool, limited research examines virtual manipulatives in-and-of-themselves to support students with disabilities. This study explored app-based virtual manipulatives as mathematics-based assistive technology to support middle school students to acquire and maintain solving division with remainder problems. Through a single-case multiple probe across participants design, researchers found the three students acquired and maintained their accuracy in solving division with remainder problems when provided with the app-based manipulative. The study corroborates the use of virtual manipulatives by students with disabilities when learning mathematics.

Keywords:

• Explicit instruction
• intellectual disability
• learning stages
• manipulatives
• mathematics

Additional information

Notes on contributors

Emily C. Bouck

Emily C. Bouck is a Professor and Program Director for the Special Education Program in the Counseling, Educational Psychology, and Special Education Department in the College of Education at Michigan State University. Her research focuses on mathematics intervention and education for students with disabilities.

Jiyoon Park

Jiyoon Park is a Hegarty Post-doctoral Fellow at Michigan State University. Her research interests center around effective instructional strategies for students with disabilities.

Kelly Stenzel

Kelly Stenzel is a special education teacher in the state of Michigan.