As digital technology use increases in K–12 education, greater numbers of strategies become available to support students in mathematics. One technology that provides students diverse representations of mathematical concepts is virtual manipulatives. Although instruction featuring representations with physical manipulatives possesses a large body of research, the virtual form lacks comparable study, particularly with young children experiencing mathematics difficulty or identified with a mathematics learning disability. These students often demonstrate challenges learning integral skills such as fractions that subsequently affect their academic success in future years. This study examined the use of virtual manipulatives paired with explicit instruction and a system of least prompts for teaching computations with fractions to three elementary students with mathematics difficulty. A functional relation was found using a single-subject multiple probe design between the treatment condition and students’ accuracy performance solving problems. These results and their implications for the field at-large are discussed.

随着 K-12 教育中数字技术使用的增加，可以使用更多策略来支持学生的数学学习。为学生提供数学概念的多种表达方式的一项技术是虚拟操作。尽管以物理操作为特色的教学拥有大量的研究，但虚拟形式缺乏可比的研究，特别是对于遇到数学困难或被认为有数学学习障碍的幼儿。这些学生经常在学习分数等积分技能时遇到挑战，这些技能随后会影响他们未来几年的学业成功。这项研究检验了虚拟操作与明确指导和最少提示系统的结合，向三名有数学困难的小学生教授分数计算。使用单受试者多探针设计发现治疗条件与学生解决问题的准确性表现之间的函数关系。讨论了这些结果及其对整个领域的影响。