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Lessons Learned From a Rural Classroom Study: Transitioning From Concrete to Virtual Manipulatives to Teach Math Fact Fluency to Students With Learning Disabilities
2021
Journal of Curriculum Studies Research
As the use of technology has become more prevalent within the educational environment over the past decade, the emergence of the use of virtual manipulatives to support student learning in math has made transitioning to technology-infused math instruction unavoidable. Students in rural areas, however, have tended to receive far less technology-infused instruction due to the many challenges faced by rural schools that can adversely affect academic opportunities and disrupt equity in learning and
doi:10.46303/jcsr.2021.7
fatcat:3ucusrsvl5eezkqqzh3nqufhqu