Lessons Learned From a Rural Classroom Study: Transitioning From Concrete to Virtual Manipulatives to Teach Math Fact Fluency to Students With Learning Disabilities

Kabel, Matthew; Hwang, Jiyung; Hwang, Joonsik

doi:10.46303/jcsr.2021.7

Cited by 7 publications

(4 citation statements)

References 48 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…As such, they offer rural special educators another option to expose their students to content and activities that may otherwise be inaccessible. Furthermore, virtual manipulatives expose students to technology-infused instruction, which occurs less in rural settings (Kabel et al, 2021; Sundeen & Kalos, 2022). In the case of secondary students with IDD, using virtual manipulatives exposes students to an evidence-based practice in mathematics (Long et al, 2022).…”

Section: Discussionmentioning

confidence: 99%

Just Dollars and Cents: Making Change via a Virtual Money Manipulative

Long,

Bouck,

O’Reilly

2023

Rural Special Education Quarterly

View full text Add to dashboard Cite

Providing high-quality services to students with disabilities in rural settings can be challenging, as rural schools often lack resources both in and out of the classroom. One potential option to provide high-quality mathematics instruction to students with disabilities in rural areas is using virtual manipulatives and online instruction. In this study, a single-case research design was used to examine the progress of three high school students with intellectual and developmental disabilities (IDDs) as they used a virtual money manipulative within an online learning environment to solve making change problems. The researchers found a functional relation between the intervention package (i.e., a virtual money manipulative, modeling, system of least prompts) and the dependent variable of accuracy in solving making change problems across three students. In addition, all three students demonstrated an increase in independence during each session and maintained their accuracy and independence after the intervention concluded.

show abstract

Section: Discussionmentioning

confidence: 99%

Just Dollars and Cents: Making Change via a Virtual Money Manipulative

Long,

Bouck,

O’Reilly

2023

Rural Special Education Quarterly

View full text Add to dashboard Cite

show abstract

“…Video lessons in education are a pedagogical tool that can enhance teaching and learning support and inform evidence-based discussions (Kabel et al, 2021;Nacak et al, 2017). The use of videos allows teachers and learners to watch, share, comment and interact to generate knowledge (Adu et al, 2022;Pratama et al, 2020).…”

Section: Use Of Video Lessons In Educationmentioning

confidence: 99%

Lesson-study through Creating Videos by Twinned Teachers: Improving Grade 11 Performance on Rectangular and Cylindrical Prisms

Makgakga

2023

JCVE

View full text Add to dashboard Cite

Lessons study in the form of created videos by mathematics teachers can be used to improve practice and, therefore, learner achievement. Lesson study is a process in which teachers collaborate to improve their practices by critiquing and examining each other’s lessons. This experimental study examined the effectiveness of lesson study using videos created by twinned teachers to improve Grade 11 learners’ academic achievement in rectangular and cylindrical prisms. This study was guided by Von Berthalanffy’s System Input-Output theory, and a non-equivalent comparison group quasi-experimental design was employed to generate data. A pre-test and post-test were administered to forty (40) learners from the experimental group and thirty-nine (39) from the comparison group. Wilcoxon’s Rank-Sum was employed to collect data and to determine the significant difference in the mean scores between the two (2) study groups. The results showed that the experimental group performed better than the comparison group with the at confidence limit in the post-test. As such, the study recommends that mathematics teachers in rural schools be twinned to create videos and use lesson study to critique and examine their practice with the aim of improving learner academic performance.

show abstract

“…Inclusive learning technologies can be defined as those skills, whether hardware or software, that assist students to learn approaches to avoid, work around or recompense for their difficulties (Ahmad, 2015a). Consequently, an effective integration of inclusive technologies may afford PTWD with an ability to access a broad-spectrum education syllabus and offering them numerous means to complete their work with more comfort and freedom (Perelmutter et al, 2017, Kabel et al, 2021. To meet the needs of PTWD, assistive technology (inclusive of equipment, devices, instruments and software) may enhance the learning experiences of PTWD to prevent exclusion from actively participating in their learning and knowledge production, while improving their self-image and sense of belonging (International Organization for Standardization, 2011, as cited in Svensson, 2021, 196;Haßler, et al, 2016).…”

Section: Inclusive Technologies To Achieve Transformative Equitymentioning

confidence: 99%

Covid-19 and Technology: Higher Education’s Responses to Inclusive Practices for Pre-Service Teachers with Disabilities

Klerk

Palmer

Alexander

2021

RESSAT

View full text Add to dashboard Cite

Transforming the learning experiences of pre-service teachers with disabilities from stigma and social exclusion to experiencing a sense of belonging, is a desirable imperative for learning mediators in the South African Higher Education (SAHE) context. This paper presents a relational content analysis of the concepts, theories and policies, related to effecting transformation in the meaning schemes of pre-service teachers with disabilities and to provide HEIs with inclusive responses to addressing their learning support needs. The theory of perspective transformation, which highlights the process of effecting change in a frame of reference, is applied. The theory expands on three dimensions, including psychological (changes in understanding of the self), convictional (revision of belief systems) and behavioural (changes in lifestyle) with a sound foundation of inclusion aimed at drawing on practices for the prevention of exclusion of the pre-service teacher with disabilities in SAHE spaces. The paper further analyses discourses extracted from Section 47 of the Salamanca Statement, (1994) that build on inclusion artefacts in addressing perspective transformation. The findings in terms of belonging show that affirmations of the discourses, related to an interpersonal connection with others, have the scope to affect pre-service teachers with disabilities’ need for a positive regard as a prerequisite to foster the inclusion of individuals within any given relationship. This paper recommends that SAHE institutions embrace an ethos of inclusivity to achieve transformative equity for pre-service teachers with disabilities and offers an inclusive response framework to ensure that they are able to participate, learn and be welcomed as appreciated associates of HEIs.

show abstract

Lessons Learned From a Rural Classroom Study: Transitioning From Concrete to Virtual Manipulatives to Teach Math Fact Fluency to Students With Learning Disabilities

Cited by 7 publications

References 48 publications

Just Dollars and Cents: Making Change via a Virtual Money Manipulative

Just Dollars and Cents: Making Change via a Virtual Money Manipulative

Lesson-study through Creating Videos by Twinned Teachers: Improving Grade 11 Performance on Rectangular and Cylindrical Prisms

Covid-19 and Technology: Higher Education’s Responses to Inclusive Practices for Pre-Service Teachers with Disabilities

Contact Info

Product

Resources

About