Digital instructional tools, such as virtual manipulatives, have been widely adopted as an enhanced approach to inquiry-based learning. However, the optimal ratio of mobile devices to students in instructional settings remain controversial. This research introduced a counterbalanced quasi-experiment to compare the learning performance and…

The purpose of this study was to explore the relationship between instructional modality used for teaching fractions and third- and fourth-grade students' responses and strategies to open-response fraction items. The participants were 155 third-grade and 200 fourth-grade students from 17 public school classrooms. Students within each class were…

How can children's natural perceptuo-motor skills be harnessed for teaching and learning mathematical structure? We address this question in the case of the integers. Existing research suggests that adult mental representations of integers recruit perceptuo-motor functionalities involving symmetry. Building on these findings, we designed a…

The purpose of this study was to determine variables that predict performance when virtual manipulatives are used for mathematics instruction. This study used a quasi-experimental design. This design was used to determine variables that predict student performance on tests of fraction knowledge for third- and fourth-grade students in two treatment…

The study reported here examined virtual manipulatives as an instructional treatment in 17 third- and fourth-grade classrooms. Students were randomly assigned to two treatment groups: texts and physical manipulatives, and virtual manipulatives. Results revealed no significant differences in achievement between the treatments. Additional results…

Number sense is critical to the development of higher order mathematic abilities. However, some children have difficulty acquiring these fundamental skills and the knowledge base of effective interventions/remediation is relatively limited. Based on emerging neuro-scientific research which has identified the association between finger…

This study identified variations in the learning trajectories of Tier II students when learning equivalent fraction concepts using physical and virtual manipulatives. The study compared three interventions: physical manipulatives, virtual manipulatives, and a combination of physical and virtual manipulatives. The research used a sequential…

Using a single-subject alternating treatments reversal design, the effects of three conditions, tactile stimulation, auditory stimulation, and choice of the two, were compared on the math story problem solving of elementary students with attention problems. Students attempted and solved slightly more problems and engaged in fewer off-task…