Virtual Manipulatives for Teaching Algebra: A Research-to-Practice Guide for Secondary Students with a Learning Disability

Authors

DOI:

https://doi.org/10.18666/LDMJ-2021-V26-I1-10349

Keywords:

Algebra, learning disabilities, mathematics, virtual manipulatives

Abstract

Many forms of assistive and instructional technology exist to support secondary students in mathematics education. Classroom technology provides particular benefits to students who frequently struggle learning academic content such as procedural and conceptual skills in algebra. One tool studied in mathematics to support the needs of students with or at-risk for a mathematics learning disability is virtual manipulatives. Research shows virtual manipulatives support cognition by providing visual representations of mathematical concepts and are an age appropriate technology solution for secondary students that promote autonomy inside and beyond the classroom setting. The aim of this article is to highlight research on virtual manipulatives for secondary students with a learning disability in mathematics and discuss techniques for teachers to incorporate these tools into their classrooms to support students.

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Author Biographies

Rajiv Satsangi, George Mason University

Rajiv Satsangi is an assistant professor in the Division of Special Education and disAbility Research at George Mason University.

Alexandra R. Raines, George Mason University

Alexandra R. Raines is a doctoral student in the Division of Special Education and disAbility Research at George Mason University.

Kaitlynn Fraze, George Mason University

Kaitlynn Fraze is a doctoral student in the Division of Special Education and disAbility Research at George Mason University.

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Published

2021-02-01

Issue

Vol. 26 No. 1 (2021): Special Issue–Strategies and Techniques for Teaching Secondary Students with Learning Disabilities in Inclusive Classrooms

Section

Articles

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