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Online Delivery of a Manipulative-Based Intervention Package for Finding Equivalent Fractions
1Michigan State University, 343a Erickson Hall, 620 Farm Lane, East Lansing, MI 48895 USA.
Journal of Behavioral Education
|July 26, 2021
Summary
Online math interventions using virtual manipulatives and explicit instruction effectively improve equivalent fraction skills for students with disabilities. Students maintained accuracy independently after the intervention, showing lasting learning.
Area of Science:
- Special Education
- Mathematics Education
- Online Learning
Background:
- Effective mathematics instruction is crucial for students with disabilities.
- Online delivery of interventions requires research-supported practices.
- The global pandemic necessitated rapid shifts to online educational delivery.
Purpose of the Study:
- To explore the online delivery of a mathematics intervention package.
- To investigate the effectiveness of virtual manipulatives and explicit instruction for equivalent fractions.
- To determine if students with disabilities could maintain accuracy independently.
Main Methods:
- A single-case design with a multiple-probe replication across participants was employed.
- The intervention included a virtual-manipulative instructional sequence and system of least prompts.
- Three upper elementary students with disabilities or at-risk participated.
Main Results:
- A functional relation was established between the intervention package and student accuracy.
- Students demonstrated independence and maintained accuracy post-intervention.
- Boost sessions were not required for sustained performance.
Conclusions:
- The intervention package is effective for online mathematics instruction for students with disabilities.
- Virtual manipulative-based instruction is supported by this study's findings.
- Online interventions can successfully support students with disabilities in mathematics.
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