Scaffolding Special Needs Students’ Learning of Fraction Equivalence Using Virtual Manipulatives

  • Suh J
  • Moyer-Packenham P
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This collaborative action research project explored strategies for enhancing mathematics instruction for students with special needs using virtual manipulatives. Teachers and researchers employed qualitative action research methods using memos to systematically record the processes of planning, teaching, observing and reflecting. Results showed that teachers’ opportunities for reflection and discussion influenced their instructional strategies. Teachers’ observations of their students’ learning indicated that affordances in the virtual manipulative applets enabled special needs learners to “off-load” information and focus more on mathematical processes and relationships among equivalent fractions.

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  • Jennifer M Suh

  • Patricia S Moyer-Packenham

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