Manipulative Apps to Support Students With Disabilities in Mathematics

被引：25

作者：

Bouck, Emily C. ^{[1
]}

Working, Christopher ^{[1
]}

Bone, Erin ^{[1
]}

机构：

[1] Michigan State Univ, 620 Farm Lane,349A Erickson Hall, E Lansing, MI 48824 USA

来源：

INTERVENTION IN SCHOOL AND CLINIC | 2018年 / 53卷 / 03期

关键词：

mathematics; skills; technology; instruction; assistive; manipulatives; apps; CONCRETE MANIPULATIVES; TEACHING MATHEMATICS;

D O I：

10.1177/1053451217702115

中图分类号：

G76 [特殊教育];

学科分类号：

040109 ;

摘要：

Understanding mathematical concepts is important for all students, although often challenging for many students with disabilities. Historically, educators have used concrete manipulatives to support and build conceptual understanding. Mobile devices provide a valuable option to support students with disabilities in mathematics through app-based manipulatives. Although research is limited on app-based manipulatives, the emerging literature with virtual (i.e., digital) manipulatives more generally suggests student preference for virtual manipulatives without a loss of understanding. This column provides educators with information about app-based manipulatives and how to use them, with the goal of helping teachers make informed decisions about app-based manipulatives to support students.

引用

页码：177 / 182

页数：6

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