Evaluation of the Effectiveness of Virtual Mathematics Teaching Based on Manipulative Mathematical Learning in 5th Grade Elementary Male Students with Mathematical Learning Disabilities in the COVID-19 Pandemic

Abstract

Background and Purpose: Mathematical learning disability is one of the most common neurodevelopmental disorders which causes math education in elementary school to be one of the most highlighted problems that teachers face; a problem that turned into a serious challenge in the COVID-19 pandemic virtual education. The current research was implemented with the aim of investigating the effectiveness of virtual teaching based on manipulative mathematical learning of 5th grade male students with learning disabilities during the pandemic period. Method: The current research was a semi-experimental study with a pretest-posttest control group design. The statistical population includes all elementary school boys in the 5th grade of Karaj city in the academic year of 2021-22 with a math learning disability. The statistical sample includes 20 5th-graders from “Bistom-e-Farvardin” primary school in Karaj city, randomly selected and placed in two experimental and control groups (10 in each). The tools for collecting research data included the Wechsler IQ test for children (1949), Keymath test (1988), and researcher-made math learning test. The data was examined using univariate covariance analysis, and analyzed by SPSS26. Results: The results showed that virtual teaching based on manipulative mathematical learning method significantly affects the mathematical learning of students with this specific disability who participated in this program as when compared to students who had not received it, resulting in an 81% increase in the math scores of the experimental group compared to the control group (P>0.0001, F=8.946).. Conclusion: Applying manipulative mathematical learning method is effective on math learning of students with this disability in the 5th grade of elementary school in virtual education period.