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Manipulative-Based Instructional Sequences in Mathematics for Students With Disabilities.

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Title: Manipulative-Based Instructional Sequences in Mathematics for Students With Disabilities.
Authors: Bouck, Emily C.1 (AUTHOR) ecb@msu.edu, Anderson, Rubia D.2 (AUTHOR), Long, Holly1 (AUTHOR), Sprick, Jessica1 (AUTHOR)
Source: Teaching Exceptional Children. Jan2022, Vol. 54 Issue 3, p178-190. 13p.
Subject Terms: *Mathematics students, *Students with disabilities, *Learning goals, *Decision making, Mathematical sequences
Abstract: Manipulative-based instructional sequences—including both concrete and virtual manipulative instructional sequences—are evidence-based or research-based mathematical interventions for students with disabilities. However, as options for manipulative-based instructional sequences increase, educators need support in deciding the best approach. In this manuscript, we provide practical tips for educators to make decisions about selecting and implementing manipulative-based instructional sequences for students with disabilities. We present and discuss the following steps educators should take when preparing to use a manipulative-based instructional sequence: (a) determine resources, (b) know the student, (c) identify the targeted mathematics, (d) evaluate time constraints, and (c) decide upon the ultimate goal of learning. [ABSTRACT FROM AUTHOR]
Copyright of Teaching Exceptional Children is the property of Sage Publications Inc. and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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  Data: Manipulative-Based Instructional Sequences in Mathematics for Students With Disabilities.
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  Data: <searchLink fieldCode="JN" term="%22Teaching+Exceptional+Children%22">Teaching Exceptional Children</searchLink>. Jan2022, Vol. 54 Issue 3, p178-190. 13p.
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  Data: *<searchLink fieldCode="DE" term="%22Mathematics+students%22">Mathematics students</searchLink><br />*<searchLink fieldCode="DE" term="%22Students+with+disabilities%22">Students with disabilities</searchLink><br />*<searchLink fieldCode="DE" term="%22Learning+goals%22">Learning goals</searchLink><br />*<searchLink fieldCode="DE" term="%22Decision+making%22">Decision making</searchLink><br /><searchLink fieldCode="DE" term="%22Mathematical+sequences%22">Mathematical sequences</searchLink>
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  Label: Abstract
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  Data: Manipulative-based instructional sequences—including both concrete and virtual manipulative instructional sequences—are evidence-based or research-based mathematical interventions for students with disabilities. However, as options for manipulative-based instructional sequences increase, educators need support in deciding the best approach. In this manuscript, we provide practical tips for educators to make decisions about selecting and implementing manipulative-based instructional sequences for students with disabilities. We present and discuss the following steps educators should take when preparing to use a manipulative-based instructional sequence: (a) determine resources, (b) know the student, (c) identify the targeted mathematics, (d) evaluate time constraints, and (c) decide upon the ultimate goal of learning. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Teaching Exceptional Children is the property of Sage Publications Inc. and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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              Text: Jan2022
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