Document Type
Article
Journal/Book Title/Conference
International Journal for Technology in Mathematics Education
Volume
23
Issue
2
Publisher
EBSCO
Publication Date
1-1-2016
First Page
45
Last Page
62
Abstract
This study examined variations in 43 fifth-grade Tier II students' learning of equivalent fractions using physical and virtual manipulatives during intervention instruction. The overarching research question focused on how different manipulatives types support learning fraction sub-concepts during mathematics intervention instruction for students with mathematical learning difficulties. Over a three-week period, students participated in ten small group sessions using different manipulatives during instruction (physical, virtual, and combination). Data were collected from pre/post testing and daily monitoring assessments. An Iceberg Intervention Model was used to document student learning for five equivalent fraction sub-concepts and nine general fraction sub-concepts. Results showed that physical manipulatives were favoured for 5 sub-concepts, virtual manipulatives for 4 sub-concepts and combined manipulatives for tw'o sub-concepts. The results demonstrate that an understanding of relationships between manipulative type and equivalent fraction subtopics can be used to guide the use of manipulatives during intervention instruction.
Recommended Citation
Westenskow, A., & Moyer-Packenham, P. (2016). Using an iceberg intervention model to understand equivalent fraction learning when students with mathematical learning difficulties use different manipulatives. International Journal for Technology in Mathematics Education, 23(2), 45-62.
