An alternating treatments design was used to analyze the effects of concrete and virtual manipulatives on the duration and number of correctly solved linear equations by three middle school students with cognitive disabilities. Participants physically manipulated algebra tiles to solve an equation during the concrete manipulative condition. During…

Technology is transforming children's lived experience with spatial play. In particular, parents may interact with children differently depending on whether they play together with tangible or digital materials. The present research examined whether the medium for play (tangible or digital) affected kindergarten-aged children's language experience…

When thinking about digital equity, often what comes to mind are issues of access to digital technologies. Although that is a divide that must be conquered, once students have access to digital technologies, the next step is to ensure that they wield these technologies in such ways that they help to address the existing inequities in mathematics…

The main purpose of this research is to determine the effect of the REACT strategy in augmented reality applications on the problem-solving skills of teacher candidates. A parallel mixed method, which converges from mixed research designs, was used in the research. The study group of the research consists of 50 teacher candidates studying at the…

Manipulatives are an effective mathematical tool to support students with disabilities in the area of mathematics. Yet, there remain inconsistencies in terms of which type -- concrete or virtual -- is more effective for students with disabilities working on algebra related content and which type is preferred by students. The researchers used an…

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…

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…

The purpose of this article is to describe a couple of challenging mathematical problems that involve paper folding. These problem solving tasks can be used to foster geometric and algebraic thinking among students. The context of paper folding makes some of the abstract mathematical ideas involved relatively concrete. When implemented…

Assistive technology supports students with disabilities in a variety of ways, including serving as a means of instruction. Although virtual manipulatives can serve as an assistive technology tool, limited research examines virtual manipulatives in-and-of-themselves to support students with disabilities. This study explored app-based virtual…

This exploratory study attempts to determine problem solving steps in block based programming environments. The study was carried out throughout one term within Code.org. Participants were 15 6th grade secondary school students enrolled in an IT course at a public secondary school. Observations, screenshots and interviews were analyzed together to…

Limited research exists to target algebra instruction for students with intellectual and developmental disabilities (IDD). In this study, researchers compared the use of concrete -- with scaffolds added by researchers -- and virtual algebra tiles -- with inherent scaffolds -- to support the acquisition, fluency, and generalization of linear…

In collaborative learning, the intuition "the more device, the merrier" is somehow widely acknowledged, but little research has investigated the relationship between device-student ratio and the learning outcome. This study aims to investigate not only the main effect of different device-student ratio, also to identify the moderators in…

The premise on which our synthesis is based is the fragmentation of research focused on teaching and learning in mathematics. Our intention is to build an aggregate synthesis from these sources in the context of school education and meaningful learning. Our research targets the links between the different approaches used in teaching, interaction…

As algebra teachers, the authors explore the following question in this article: "How can algebra 1, algebra 2, and precalculus teachers support students to develop algebraic reasoning and understanding of structure that can serve them in day-to-day algebraic computation?" The article shows how the algebraic identity "(a +…

Virtual manipulatives are an emerging intervention to support students with disabilities in mathematics. Through a multiple probe across participants design, researchers examined use of an intervention package consisting of a virtual manipulative (i.e., the Two-Color Counter app-based manipulative) and the system of least prompts (SLP) to support…