Virtual Versus Concrete: A Comparison of Mathematics Manipulatives for Three Elementary Students With Autism
Jordan Shurr, Emily C. Bouck, Laura Bassette, Jiyoon Park
Abstract
Basic mathematic skills at the early age are foundational for later learning. Many students with autism spectrum disorder (ASD) struggle in academic learning without sufficient support. Research in the area of concrete manipulatives—tangible representations of abstract concepts—has been found effective. In addition, promising research has emerged in the area of virtual manipulatives—virtual representations of abstract concepts—as tools to support mathematics skill acquisition. Using a multiple baseline across participants with an embedded alternating treatment design, this study presents a replication of previous research comparing the effects of concrete and virtual manipulatives in the acquisition of double-digit addition and word problem-solving abilities of three elementary students with ASD. Findings indicate that while both interventions produce better outcomes than baseline, the virtual manipulative condition appear to be more supportive than concrete manipulatives.