Peltenburg, M., van den Heuvel-Panhuizen, M., & Doig, B. (2009). Mathematical power of special-needs pupils: An ICT-based dynamic assessment format to reveal weak pupils’ learning potential . British Journal of Educational Technology , 40 (2), 273–284. https://doi.org/10.1111/j.1467-8535.2008.00917.x

Journal Article

Peltenburg, M., van den Heuvel-Panhuizen, M., & Doig, B. (2009). Mathematical power of special-needs pupils: An ICT-based dynamic assessment format to reveal weak pupils’ learning potential. British Journal of Educational Technology, 40(2), 273–284. https://doi.org/10.1111/j.1467-8535.2008.00917.x

Tags

Cueing; Electronic administration; Electronic administration; Electronic administration; Elementary; International (non-U.S.); K-12; Learning disabilities; Manipulatives; Math; Middle school; Oral delivery

URL

https://bera-journals.onlinelibrary.wiley.com/journal/14678535

Summary

Accommodation

The study compared effects of a standard paper-and-pencil test format with computerized testing—termed "ICT format"—using a tool providing virtual manipulatives, called the "100 board," which also used automated read-aloud and verbal prompting.

Participants

Participants were 37 pupils with mathematics-related learning disabilities (LD) from two special education schools in Utrecht in the Netherlands. The students' ages ranged from 8 to 12, in grades 3 through 6. Students' national origins included Dutch (43%) and Moroccan (35%), among others.

Dependent Variable

Student performance on seven mathematics subtraction items requiring borrowing was measured using items from the CITO Monitoring Test for Mathematics End Grade 2, as well as through researcher observation of students' strategic use of the accommodation. [Note: CITO is a Netherlands-based test company.]

Findings

The results indicated that most students with LD improved their scores when using the virtual manipulative tool. Moreover, the availability of the tool and even partial-use of the tool benefited students in solving subtraction problems requiring borrowing. Data were also reported for those who did not demonstrate improved performance when using the accommodation.