Download or read book A Fraction Intervention Using Virtual Manipulatives in Synchronous Online Learning for Students with Mathematics Learning Disabilities written by Jiyeon Park (Ph. D. in special education) and published by . This book was released on 2021 with total page 272 pages. Available in PDF, EPUB and Kindle. Book excerpt: Online learning provides customized instruction with high flexibility and accessibility, but research into the delivery of online interventions for students with disabilities remains scarce. The purpose of this study is to investigate the effects of fraction intervention that pair virtual manipulatives with instructional lessons featuring explicit instruction in synchronous online learning for fifth grade students with mathematics learning disabilities (MLD). A multiple probe baseline design across subjects was employed for the study. Three fifth-grade students with MLD received explicit instruction in synchronous online learning via video conferencing programs. During the intervention, students received the 15 fraction lessons using virtual manipulatives (VMs) in synchronous online learning environment. The participants’ percentages of correct answers on the researcher-developed probe were measured across baseline, intervention, and maintenance phases. After the intervention, the participants completed a social validity questionnaire which examined their perceptions of the online intervention using VMs. The findings of the study showed that students' performance improved when the intervention was introduced, and that there was a functional relationship between the fraction intervention and students’ accuracy in solving problems on equivalent fractions. Specifically, the average performance levels across all participants increased from the baseline to the intervention phase (by 18.33% to 20%) with high effect sizes (PND of 80%-100%, NAP of 0.94-1.00, and Tau-U of 0.88-1.00). However, the extent of the effects and maintenance varied according to students' participation and perspectives toward online learning
Download or read book International Perspectives on Teaching and Learning Mathematics with Virtual Manipulatives written by Patricia S. Moyer-Packenham and published by Springer. This book was released on 2016-06-21 with total page 344 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book explores terminology, frameworks, and research being conducted worldwide on virtual manipulatives. It brings together international authors who provide their perspectives on virtual manipulatives in research and teaching. By defining terminology, explaining conceptual and theoretical frameworks, and reporting research, the authors provide a comprehensive foundation on the study and use of virtual manipulatives for mathematics teaching and learning. This foundation provides a common way for researchers to communicate about virtual manipulatives and build on the major works that have been conducted on this topic. By discussing these big ideas, the book advances knowledge for future research on virtual manipulatives as these dynamic tools move from computer platforms to hand-held, touch-screen, and augmented platforms.
Download or read book Technology s Impact on Fraction Learning written by Maria Mendiburo and published by . This book was released on 2011 with total page 10 pages. Available in PDF, EPUB and Kindle. Book excerpt: Fractions are among the most difficult mathematical concepts for elementary school students to master (Behr, Harel, Post, & Lesh, 1992; Bezuk & Cramer, 1989; Moss & Case, 1999). Research indicates that manipulatives (e.g. fractions circles, fractions strips) positively impact students' conceptual and procedural understanding of fractions without impeding their ability to complete algorithmic procedures involving fractions (Cramer & Henry, 2002). Unfortunately, a variety of practical and pedagogical challenges associated with using manipulatives during instruction make it difficult for teachers to implement them effectively in classrooms. As a result, students receive far less exposure to manipulatives than the National Council of Teachers of Mathematics (NCTM) recommends for students in grades K-8 (Char, 1991; Hatfield, 1994; Hodge & Brumbaugh, 2003; National Council of Teachers of Mathematics, 2000). This study examines the following research questions: (1) Are there differences in students' knowledge of fraction magnitude when they are taught basic fraction concepts using virtual manipulatives compared to when they are taught basic fraction concepts using physical manipulatives?; and (2) Are students able to complete more practice exercises and/or more games using virtual manipulatives than physical manipulatives? The results of the post-assessment data collected in this study support Clements' (1999, 1996) hypothesis that computers can provide students with virtual representations of mathematical concepts that are just as meaningful as physical manipulatives. The results of the analyses of the data collected in the practice logs overall (i.e. across both weeks of the intervention) and during the second week of the intervention provide quantitative evidence that virtual manipulatives are more time-efficient than physical manipulatives. It appears that gender is not a strong predictor of the outcomes associated with manipulative-based instruction. (Contains 1 table.).
Download or read book Virtual Manipulatives and Physical Manipulatives written by Maria Angela Mendiburo and published by . This book was released on 2010 with total page 90 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Using Virtual Manipulatives to Develop Conceptual Understanding of Mathematics written by Jason Edward Holloway and published by . This book was released on 2006 with total page 252 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book The Effects of Virtual Manipulatives in Online Learning Environments written by Colin Talbot and published by . This book was released on 2016 with total page 158 pages. Available in PDF, EPUB and Kindle. Book excerpt: The growing importance of mathematics achievement scores on accountability ratings, and their effects on student advancement have created a need for effective remediation and intervention practices for struggling students. This quantitative experimental research study looked at the effects of virtual manipulatives in online learning environments. The study was conducted with 27 student participants in a suburban North Texas middle school. The participants completed a three-week online intervention course focused on solving algebraic equations. The treatment group used an online learning course and a virtual algebra scale to assist and reinforce their understanding of algebraic equations, and the control group used only an online learning course. Participants completed a 15 question pre-test and post-test measuring their proficiency in solving algebraic equations, which was analyzed for gains on a whole and categorical basis. The results found no significant differences in mean gains between the control and treatment group. However, results did support the effectiveness of online learning for the use of intervention and remediation practices. No significant differences were found between the control and treatment groups for participants identified as at-risk or those who receive special education services.
Download or read book The Effects of Cognitive Strategies Paired with Hands on Or Virtual Manipulatives on Math Instruction for Students with Mathematical Learning Disabilities to Learn Word Problem Solving Skills written by Kimberly C. Plute and published by . This book was released on 2016 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book The Impact of Virtual Manipulatives on Student Achievement in Mathematics written by Kathleen Palazuelos and published by . This book was released on 2017 with total page 64 pages. Available in PDF, EPUB and Kindle. Book excerpt: This study examined the academic achievement of students using virtual manipulatives compared to students using physical manipulatives to understand a fraction unit. The school was a Title I school with a high population of English learners. The unit was taught with the district’s curriculum to both the control and treatment groups. Treatment group students utilized virtual manipulatives during instruction, both dynamic and static manipulatives. Control group students utilized only physical manipulatives. The study found students in the treatment group utilizing virtual manipulatives outperformed the control group on the posttest after controlling for prior knowledge. English learners in the treatment group also had a higher academic achievement than students in the control group after controlling for prior knowledge.
Download or read book A Study on the Use of Manual and Virtual Manipulatives to Support 5th Grade Student Learning of Fractions written by Nessren N. Elaile and published by . This book was released on 2008 with total page 222 pages. Available in PDF, EPUB and Kindle. Book excerpt: This study investigates the use of manual and virtual manipulatives, in order to gain a better understanding of the impact of their use by 5th grade students learning fraction concepts. Manipulatives are often used during classroom experiences to reinforce abstract concepts and provide deeper understanding. For this study, students were exposed to both manual and virtual manipulatives in order to develop an understanding of how each supported student understanding and attitudes. The evident success of using manipulatives in improving student's understanding of fractions was apparent based on improved scores on a posttest. Most students benefitted from the use of both types ofmanipulatives, whether they were manual or virtual. Therefore, both virtual and manual manipulatives were found to support student learning of concepts related to addition of fractions. Based on a survey and teacher observations, students were found to have positive attitudes towards the use of both manipulatives as well. Particular attention was paid to the use of virtual manipulatives in the study due to the newness of this resource. Virtual manipulatives were found to support the learning of fractions by aiding in the visual representation and because the technology enabled students to concentrate on the conceptual knowledge and not computation. Virtual manipulatives also gave second language learners a way to express their thinking and understanding of patterns. KEYWORDS: mathematics, fractions, attitudes, denominators, manipulatives, virtual.
Download or read book Viewpoints on Interventions for Learners with Disabilities written by Festus E. Obiakor and published by Emerald Group Publishing. This book was released on 2018-05-18 with total page 256 pages. Available in PDF, EPUB and Kindle. Book excerpt: This volume focuses on divergent perspectives and innovative interventions known to maximize the fullest potential of people with exceptionalities. Emphasizing that intervention strategy objectives must always be to meet individual learners unique needs, contributions reflect where we are and where we are going in the field of special education.
Download or read book Supporting Maintenance in Mathematics Using the Virtual representational abstract Instructional Sequence Intervention Package written by Jiyoon Park and published by . This book was released on 2019 with total page 135 pages. Available in PDF, EPUB and Kindle. Book excerpt: Despite the growing attention being paid to teaching mathematics for students with disabilities, the existing research tends to focus on mathematical skill acquisition, but not on skill maintenance. Maintenance of mathematical skills is especially important as mathematics has applications in daily life and is directly related to important life skills such as purchasing, calculating tips, and budgeting. In addition, maintenance of basic mathematical skills is necessary for advancing to higher grade-level contents because mathematical contents build upon previous contents. This dissertation is comprised of three stand-alone but inter-related studies that explored the maintenance of mathematical skills among students with disabilities. The researcher conducted a systematic review of the literature regarding attention to maintenance when exploring mathematical interventions for students with intellectual disability and autism. The researcher then conducted two original studies, each which examined the effectiveness of an intervention package---the virtual-representational-abstract (VRA) instructional sequence with fading support and the VRA with overlearning---to promote maintenance of basic operations skills among students with disabilities. In the first study, to determine the extent to which researchers focused on skill maintenance in teaching mathematics, the researcher reviewed all studies from 1975 to 2018 that involved teaching mathematics to individuals with developmental disabilities. A total of 128 studies met inclusion criteria but only 46 studies involved a maintenance phase (35.9%). Of the studies that included a maintenance phase, there was no consensus among researchers on the standards for conducting a maintenance phase. The most widely taught mathematical content was numbers and operations. All studies employed intervention packages which included more than one instructional method and/or materials and the most widely used instructional method was prompting while the most widely used instructional materials were visual supports. The second study was an experimental research study which used a multiple probe across participants design to examine the effectiveness of the VRA instructional sequence with fading support in teaching subtraction with regrouping to four students with disabilities, including intellectual disability and/or autism. A functional relation was found between the VRA instructional sequence with fading support and students' accuracy in solving the problems. Students also maintained the skill up to six weeks after the intervention. The third study also utilized a multiple probe across participants design to evaluate the effectiveness of the VRA instructional sequence with overlearning in teaching multiplication to three students with disabilities. A functional relation existed between the VRA instructional sequence with overlearning and accuracy of solving multiplication problems. Students also maintained the skill up to eight weeks after the intervention. Overall, in this dissertation, intervention packages including more than one instructional, or a combination of instructional methods and materials were not only effective for skill acquisition, but also for skill maintenance. The review of literature identified explicit instruction with visual supports, manipulatives, or task analysis as potentially beneficial packages for promoting maintenance while the experimental studies demonstrated the effectiveness of the VRA instructional sequence with fading support or overlearning.
Download or read book The Effects of Using Virtual Manipulatives in the Classroom on Student Learning written by Charles C. Boling and published by . This book was released on 2004 with total page 130 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book The Effectiveness of Fraction Interventions for Fifth Graders with Mathematics Difficulties written by Jihyun Lee (Ph. D.) and published by . This book was released on 2018 with total page 356 pages. Available in PDF, EPUB and Kindle. Book excerpt: Success in algebra is essential for high school graduation, college entrance, and college success. Competency with fractions is crucial to preparing for learning algebra and more advanced mathematical ideas. However, fractions have been a big challenge to students. Students with mathematics difficulties have even more difficulties in learning fractions. The purpose of this study was to examine the effect of a fraction intervention on the performance of fifth graders with mathematics difficulties. The investigator applied a multiple probe multiple baseline design across three groups of two students to this study. The investigator provided a total of 15 sessions to teach 10 lessons for each group across five weeks. The results of the visual analysis and effect sizes computed indicated that the fraction interventions improved the target fractional performance of all groups. The participants maintained the gain two week after the completion of the intervention. Additionally, the effect of the fraction interventions was large or very close to large. Also, the results from the Misconceptions test, indicated that the fraction intervention reduced participants' misconceptions. The fraction intervention had generalization effect on the mathematics performance of participants. The results from the social validity questionnaire indicated that all participants had strongly positive perceptions about the fraction intervention.
Download or read book Computation of Fractions written by Bradley S. Witzel and published by . This book was released on 2009 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: In response to the lack of intervention resources available to middle school teachers to help their struggling students, the authors present this collection of easy-to-implement, research-based lesson plans to help those who struggle with mathematical fractions.
Download or read book Equivalent Fraction Learning Trajectories for Students with Mathematical Learning Difficulties when Using Manipulatives written by Arla Westenskow and published by . This book was released on 2012 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Comparing the Use of Virtual Manipulatives and Physical Manipulatives in Equivalent Fraction Intervention Instruction written by Arla Westenskow and published by . This book was released on 2011 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Applied Behavior Analysis for Teachers Interactive Ninth Edition written by Paul A. Alberto and published by Pearson. This book was released on 2016-02-22 with total page 406 pages. Available in PDF, EPUB and Kindle. Book excerpt: This is the eBook of the printed book and may not include any media, website access codes, or print supplements that may come packaged with the bound book. Scholarly and empirically based, yet friendly and accessible, this text shows teachers how to use the principles of behavior analysis to create their own recipes for success. Through classroom-based examples and practices firmly grounded in research, Applied Behavior Analysis for Teachers gives teachers powerful ways of dealing appropriately and ethically with some of the most challenging behaviors students display. It takes readers through the entire process, from identifying a target behavior to collecting and graphing data, selecting an experimental design, conducting a functional analysis, arranging consequences, arranging antecedents, and generalizing behavior change. The authors’ emphasis on making the text readable and user-friendly features numerous examples describing students from preschool through young adulthood functioning at various levels of ability, and teachers ranging from excellent to poor, with many relatable examples of good teachers who learn from their inevitable mistakes.
