User talk:BarbourLA/Virtual Math Manipulatives
CandideEDU5287 (talk) 23:13, 20 November 2021 (UTC).Candide
Special Education
[edit]Although relatively new, virtual manipulatives can support learning mathematics for all students which includes those with learning disabilities and ELL learners. If they are used wisely, virtual manipulatives can provide students with opportunities for guided discovery which can help them to build a better understanding of mathematical concepts and ultimately exhibit measurable learning skills. Virtual manipulatives can be included into the general academic curriculum as assistive technology and should not just be used for its novelty[1].
Studies [2] [3] [1] about the use of virtual manipulatives in mathematics for students with learning disabilities advocate for virtual manipulatives in mathematics for students with learning disabilities because it can promote:
Practicality: Virtual manipulatives help where physical manipulation is not physically possible, it offers opportunities for repeated practice, it is accessible (i.e. accessed by phones, ipads, etc.) and cost effective (free or low cost) [4][1].
Student independence: Virtual manipulatives allow for instant feedback and built-in scaffolding [4], which allows for individualized instruction and for students to build on their learning skills independently and effectively, without the presence of a teacher. Virtual manipulatives offer students the opportunity to double check their work and have visual representations of mathematical problems to solve [5]
Learning beyond the classroom: Virtual manipulatives provide opportunity for learning outside the classroom, as it is transportable.[4] [5] It can also allow students to share their results with their teacher beyond the classroom.
To use virtual manipulatives in mathematics effectively, stakeholders should evaluate the severity of student’s learning and cognitive disabilities and their needs prior to implementing virtual manipulatives [4]; evaluate mathematical applications with the use of rubrics for students with learning disabilities[4] to validate the effectiveness of the application in connection with the learning goals; consider the lack of or limited access to technology and funding in some schools [1]; and evaluate student engagement to ensure that students are engaged and achieve the learning goals through the use of virtual manipulatives.
Notes
- ^ a b c d Bouck, E. C., Anderson, R. D., Long, H., & Sprick, J. (2021). Manipulative-Based Instructional Sequences in Mathematics for Students With Disabilities. Teaching Exceptional Children, 4005992199459
- ^ Satsangi, R., & Miller, B. (2017). The case for adopting virtual manipulatives in mathematics education for students with disabilities. Preventing School Failure: Alternative Education for Children and Youth, 61(4), 303-310.
- ^ name="Satsangi2">Satsangi, R., Hammer, R., & Evmenova, A. S. (2018). Teaching multistep equations with virtual manipulatives to secondary students with learning disabilities. Learning Disabilities Research & Practice, 33(2), 99-111.
- ^ a b c d e Cite error: The named reference
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