The Effects of Explicit Instruction with Manipulatives on the Fraction Skills of Students with Autism
Date
2013
Authors
Agrawal, Jugnu
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Abstract
This single-subject multiple-baseline across participants study was designed to investigate the effects of explicit instruction with manipulatives on the conceptual and procedural knowledge of addition and subtraction of like and unlike fractions of elementary school students with autism. This study included six 8- to 12-year-old students with mild to moderate autism who demonstrated math difficulties.
Description
Keywords
Special education, Mathematics, Elementary education, Autism, Explicit Instruction, Fractions, Manipulatives, Mathematics, Single-subject research methodology