Abstract
Manipulatives are concrete or virtual objects (e.g., blocks and chips) often used in elementary grades to illustrate abstract mathematical concepts. We conducted a systematic review to examine the effects of interventions delivered with manipulatives on the learning of children with mathematics learning disabilities (MLD). The outcomes observed in the sample (N = 38) were learning, maintenance, and transfer in a variety of mathematical domains. Interventions using manipulatives were reported to be effective for a range of learning objectives (e.g., conceptual understanding and computational fluency), but several methodological weaknesses were observed. Analyses also highlighted considerable heterogeneity in the studies reviewed in terms of participant characteristics, intervention approaches, and methodology. We discuss overall effects of interventions with manipulatives in the MLD population, the methodological quality across the sample, and implications for practice.
Highlights
According to the American Psychiatric Association in the Diagnostic and Statistical Manual of Mental Disorders, DSM-5 [1], a specific learning disorder can take the form of a deficit in the acquisition of reading, writing, arithmetic, or mathematical reasoning skills during formal years of schooling
Mathematics learning disabilities (MLD) in children are defined as a disorder that interferes with mathematics learning at school and in daily life activities, and its prevalence in the K-12 population runs from 1% to 10% [2,3,4,5,6,7,8]
Specific and explicit instructional interventions have been shown to be beneficial for students with MLD and as such, increasing the mathematics achievement of schoolchildren with MLD necessitates the identification of effective instructional practices
Summary
According to the American Psychiatric Association in the Diagnostic and Statistical Manual of Mental Disorders, DSM-5 [1], a specific learning disorder can take the form of a deficit in the acquisition of reading, writing, arithmetic, or mathematical reasoning skills during formal years of schooling. Mathematics learning disabilities (MLD) in children are defined as a disorder that interferes with mathematics learning at school and in daily life activities, and its prevalence in the K-12 population runs from 1% to 10% [2,3,4,5,6,7,8]. Studies have revealed that MLD is manifested by difficulties mastering number sense, number facts, or calculation, as well as difficulties with mathematical reasoning, and cannot be explained by intellectual disabilities, uncorrected visual or auditory acuity, other mental or neurological disorders, psychosocial adversity, or lack of proficiency in the language of academic instruction [1]. Specific and explicit instructional interventions have been shown to be beneficial for students with MLD and as such, increasing the mathematics achievement of schoolchildren with MLD necessitates the identification of effective instructional practices
Sign-in/Register to view highlights & summary Sign-in/Register to access full text options 
Free) 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a call
