ABSTRACT

Manipulatives are an effective mathematical tool to support students with disabilities in the area of mathematics. Yet, there remain inconsistencies in terms of which type – concrete or virtual – is more effective for students with disabilities working on algebra related content and which type is preferred by students. The researchers used an alternating treatment single case research design to compare the effectiveness of each type of manipulative in terms of students’ accuracy and independence when using the tools. Results indicate both types of manipulatives were effective in terms of accuracy no notable differences when comparing independence. However, when reviewing social validity interview data, all three students preferred virtual algebra tiles.

摘要

Manipulatives 是一种有效的数学工具，可以在数学领域为残疾学生提供支持。然而，在哪种类型——具体的或虚拟的——对处理代数相关内容的残疾学生更有效以及学生更喜欢哪种类型方面仍然存在不一致。研究人员使用交替处理单案例研究设计来比较每种类型的操作在学生使用工具时的准确性和独立性方面的有效性。结果表明，两种类型的操作在准确性方面都是有效的，在比较独立性时没有显着差异。然而，在回顾社会有效性访谈数据时，所有三名学生都更喜欢虚拟代数方块。