Virtual manipulatives are interactive and dynamic visual objects on a screen, which allow students to manipulate them to construct mathematical knowledge. The purpose of this study was to synthesize the literature on interventions that used virtual manipulatives to improve the mathematics performance of K–12 students with learning disabilities. A total of 19 single-case design studies (16 peer-reviewed articles and three dissertations) were selected using specific selection criteria. Overall, students with learning disabilities demonstrated mathematical improvement after receiving interventions involving virtual manipulatives. Although many students with learning disabilities maintained and generalized the intervention effects, further research is required to verify the current findings.

虚拟教具是屏幕上的交互式动态视觉对象，学生可以通过操作它们来构建数学知识。本研究的目的是综合有关使用虚拟操作工具提高有学习障碍的 K-12 学生数学成绩的干预措施的文献。使用特定的选择标准选择了总共 19 项单案例设计研究（16 篇同行评审文章和 3 篇论文）。总体而言，有学习障碍的学生在接受涉及虚拟操作的干预后表现出数学进步。尽管许多有学习障碍的学生保持并概括了干预效果，但仍需要进一步的研究来验证当前的发现。