Effects of Manipulative Instruction on Solving Area and Perimeter Problems by Students with Learning Disabilities

Abstract.  A multiple baseline design was employed to test the effect of manipulative instruction on the perimeter and area problem-solving performance of middle and high school students who had been diagnosed with LD in the area of mathematics. Modeling, prompting/guided practice, and independent practice in conjunction with manipulative training were employed to teach both perimeter and area problem-solving skills. Analysis of data revealed that the students rapidly acquired the problem-solving-skills, maintained these skills over a two-month period, and transferred these skills to a paper and pencil problem-solving format. This research extends previous findings by revealing that use of concrete manipulatives promotes the long-term maintenance of skills.

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