Virtual Manipulatives in Mathematics Interventions for Students with Mathematics Difficulties

Shin, Mikyung
Simmons, Michelle
Goode, Frank
Meador, Audrey
Deal, Alexa
Jackson, Tammye
Journal Title
Journal ISSN
Volume Title
WTAMU Cornette Library

Using a multiple-probe single-case research design, this study will investigate the effects of virtual manipulative-based explicit instruction on the accuracy and quantitative reasoning of multiplying fractions word problems of middle school students with mathematics difficulties. A total of five middle school students who meet the following inclusion criteria will be invited to participate in this study: (a) be in middle school, (b) provide parental consent and child assent for the study, (c) perform below the 25th percentile (Cirino, Fuchs, Elias, Powell, & Schumacher, 2015) on the Woodcock-Johnson III Tests of Achievement (WJ-III ACH) Applied Problems (Woodcock, McGrew, & Mather, 2007), (d) perform below the 25th percentile on the easy CBM benchmark assessment (Alonzo, Tindal, Ulmer, & Glasgow, 2006), and (e) demonstrate a deficit relative to the target skill, by earning a score below 30% on a researcher-developed screening test of word problems involving multiplication with fractions.

The data will be collected until June and the findings will be presented in the 2020 Annual Conference (Council for Learning Disabilities) and published in the Learning Disabilities Research & Practice. Expected findings: Researchers will implement virtual manipulatives as a form of virtual manipulative-based explicit instruction and investigate the intervention effects on quantitative reasoning beyond accuracy for multiplying fractions word problems.