Using Virtual Manipulatives With Technology-Based Graphic Organizers to Support Students in Solving Proportion Word Problems

Rachel H. Billman, K. Regan, Rajiv Satsangi
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Abstract

Proportional reasoning and knowledge of fractions are critical skills for completing algebra successfully, yet many students with mathematics learning disabilities (MLD) enter algebra classes without adequate prior knowledge of these skills. This study used a single-subject/case research, combined multiple-baseline and alternating-treatment design to determine the functional relation between the use of varied technology-based interventions (i.e., a virtual manipulative [VM], a technology-based graphic organizer [TBGO], and a combination of both [VM+TBGO]) and student accuracy in solving proportion word problems. Additional dependent variables included student independence and duration. Three high school students with MLD solved proportion word problems without assistance in the baseline phase and then randomly alternated between the three treatments during intervention. Overall, student accuracy and independence increased, and the time required to solve word problems decreased. All students preferred using technology to solve word problems and the VM+TBGO. Limitations, implications for practice, and suggestions for future research are discussed.
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使用虚拟操作和基于技术的图形整理器支持学生解决比例单词问题
比例推理和分数知识是成功完成代数的关键技能,然而许多有数学学习障碍(MLD)的学生在没有足够的这些技能知识的情况下进入代数课程。本研究采用单受试者/案例研究,结合多基线和交替处理设计,以确定使用各种基于技术的干预措施(即虚拟操作[VM],基于技术的图形组织者[TBGO],以及两者的组合[VM+TBGO])与学生解决比例字问题的准确性之间的功能关系。其他因变量包括学生独立性和学习时间。在基线阶段,3名MLD高中生在没有帮助的情况下解决了比例字问题,然后在干预期间随机交替进行三种治疗。总体而言,学生的准确性和独立性提高了,解决文字问题所需的时间减少了。所有学生都喜欢使用技术解决文字问题和VM+TBGO。讨论了局限性、对实践的启示以及对未来研究的建议。
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