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.

中文翻译：

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虚拟操作作为辅助技术，以数学方式支持残疾学生

摘要辅助技术以多种方式为残疾学生提供支持，包括作为一种教学手段。尽管虚拟操作可以用作辅助技术工具，但有限的研究调查了自己内部和内部为支持残障学生提供支持的虚拟操作。这项研究探索了基于应用程序的虚拟操纵技术，将其作为基于数学的辅助技术，以支持中学生获得并保持解决剩余问题的能力。通过对参与者设计的单例多探针研究，研究人员发现，这三名学生在获得基于应用程序的操作时获得并保持了他们在解决除法问题方面的准确性。这项研究证实了残疾学生在学习数学时对虚拟操作的使用。