Shin, MikyungSimmons, MichelleGoode, FrankMeador, AudreyDeal, AlexaJackson, Tammye2020-06-252020-06-252020-03-05https://hdl.handle.net/11310/283The 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.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.en-USPresentation