Manipulating Algebra: Comparing Concrete and Virtual Algebra Tiles for Students with Intellectual and Developmental Disabilities
Holly Long, Emily C. Bouck, Anna Domka
Abstract
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 algebra for three middle school students with IDD. In the single case alternating treatments design, all three participants were successful in solving two-step addition and subtraction linear algebra problems with both manipulative types. Students were successful in best treatment sessions, but struggled to generalize to solving the problems without the use of the either manipulative. This study contributes to the limited literature on algebra instruction for students with IDD and suggests both concrete and virtual algebra tiles can successful support students with linear algebra.