Comparing Concrete and Virtual Manipulatives to Teach Algebra to Middle School Students with Disabilities
Author:
Affiliation:
1. Michigan State University
2. George Mason University
Publisher
Informa UK Limited
Subject
Developmental and Educational Psychology,Education
Link
https://www.tandfonline.com/doi/pdf/10.1080/09362835.2021.1938057
Reference30 articles.
1. Teaching with the System of Least Prompts
2. A Systematic Review of the Literature on Mathematics Manipulatives to Support Students with Disabilities
3. Using the Virtual-Abstract Instructional Sequence to Support Acquisition of Algebra
4. Virtual and Concrete Manipulatives: A Comparison of Approaches for Solving Mathematics Problems for Students with Autism Spectrum Disorder
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1. Impact of using virtual and concrete manipulatives on students’ learning of fractions;Cogent Education;2024-07-30
2. The Effects of Concrete and Virtual Manipulatives on Solving Algebraic Equations in Students With Disabilities;Journal of Special Education Technology;2024-07-20
3. A Synthesis of Prealgebraic Reasoning Interventions for Students with Mathematics Difficulty in Grades 6 Through 8;Learning Disabilities Research & Practice;2024-01-09
4. Exploring the Virtual-Representational-Abstract Instructional Sequence Across the Learning Stages for Struggling Students;Behavior Modification;2022-11-16
5. Differential Effects of Virtual and Concrete Manipulatives in a Fraction Intervention on Fourth and Fifth Grade Students’ Fraction Skills;Investigations in Mathematics Learning;2021-10-02
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