ABSTRACT

In theory, both virtual manipulatives and explicit instruction are viable options to support students with disabilities as they learn mathematics. This study explored the effect of a treatment package—an app-based virtual manipulative (Cuisenaire® Rods) in conjunction with explicit instruction—on students’ acquisition and generalization of solving problems involving division of whole numbers with remainders. Three middle school students with disabilities participated in this multiple baseline, multiple probe across participants single case design study. Each of the students acquired the mathematical behavior of being able to solve division with remainders problems. In other words, a functional relation existed between the intervention package of explicit instruction and the Cuisenaire® Rods app-based manipulative and students’ accuracy in solving division with remainders problems. Yet, two students failed to generalize the skill without the explicit instruction and use of the app-based manipulative.

摘要

从理论上讲，虚拟操作和显式教学都是支持残疾学生学习数学的可行选择。这项研究探索了一种治疗程序包-一种基于应用程序的虚拟操作（Cuisenaire®Rods）与明确的指导相结合的方法，对学生获得和泛化涉及将整数除以余数的问题的解决方案。三名残疾中学生参加了这个多基线，跨参与者的多次调查单例设计研究。每个学生都获得了能够解决除数问题的数学行为。换一种说法，显式教学的干预包与基于Cuisenaire®Rods应用程序的操作之间的功能关系与学生解决除数余数问题的准确性之间存在功能关系。但是，如果没有明确的指导和使用基于应用程序的操作，则两名学生无法推广该技能。