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Making = Learning: Preservice Special Education Teachers Learning Mathematics Through Designing Manipulatives.

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Title: Making = Learning: Preservice Special Education Teachers Learning Mathematics Through Designing Manipulatives.
Authors: Caniglia, Joanne1 icanigll@kent.edu, Meadowsz, Michelle2 meadowsml@tiffin.edu
Source: International Journal for Technology in Mathematics Education. Mar2025, Vol. 32 Issue 1, p3-9. 7p.
Subject Terms: *Special education teachers, *Mathematics education, *Student teachers, *Data analysis, *Classroom environment
Abstract: This study examined the potential of preservice special education teachers to design and create niathematical manipulatives to understand mathematical concepts. The authors sought to identfy if the creation of manipulatives using a Cricut cutter would help preservice special education teachers understand the role of manipulatives in the classroom for all students. Preserrice special education teachers were asked to design and create manipulatives on the Cricut : base ten pieces, algebra tiles, geometric nets, and ten frames. Tile authors used the Constant Comparison method to analyze data from 22 pre-service special education students from a large midwestern university in the United States. Preservice special education teachers expressed a new understanding of mathematics throughout their design process and saw the potential for using the manipulatives in their classrooms. Teacher educators used the designs that presenice teachers created to evaluate preservice teachers ' understanding ofmathematical concepts. [ABSTRACT FROM AUTHOR]
Copyright of International Journal for Technology in Mathematics Education is the property of Research Information Ltd. and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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  Data: Making = Learning: Preservice Special Education Teachers Learning Mathematics Through Designing Manipulatives.
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  Data: <searchLink fieldCode="AR" term="%22Caniglia%2C+Joanne%22">Caniglia, Joanne</searchLink><relatesTo>1</relatesTo><i> icanigll@kent.edu</i><br /><searchLink fieldCode="AR" term="%22Meadowsz%2C+Michelle%22">Meadowsz, Michelle</searchLink><relatesTo>2</relatesTo><i> meadowsml@tiffin.edu</i>
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  Data: <searchLink fieldCode="JN" term="%22International+Journal+for+Technology+in+Mathematics+Education%22">International Journal for Technology in Mathematics Education</searchLink>. Mar2025, Vol. 32 Issue 1, p3-9. 7p.
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  Data: *<searchLink fieldCode="DE" term="%22Special+education+teachers%22">Special education teachers</searchLink><br />*<searchLink fieldCode="DE" term="%22Mathematics+education%22">Mathematics education</searchLink><br />*<searchLink fieldCode="DE" term="%22Student+teachers%22">Student teachers</searchLink><br />*<searchLink fieldCode="DE" term="%22Data+analysis%22">Data analysis</searchLink><br />*<searchLink fieldCode="DE" term="%22Classroom+environment%22">Classroom environment</searchLink>
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  Data: This study examined the potential of preservice special education teachers to design and create niathematical manipulatives to understand mathematical concepts. The authors sought to identfy if the creation of manipulatives using a Cricut cutter would help preservice special education teachers understand the role of manipulatives in the classroom for all students. Preserrice special education teachers were asked to design and create manipulatives on the Cricut : base ten pieces, algebra tiles, geometric nets, and ten frames. Tile authors used the Constant Comparison method to analyze data from 22 pre-service special education students from a large midwestern university in the United States. Preservice special education teachers expressed a new understanding of mathematics throughout their design process and saw the potential for using the manipulatives in their classrooms. Teacher educators used the designs that presenice teachers created to evaluate preservice teachers ' understanding ofmathematical concepts. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of International Journal for Technology in Mathematics Education is the property of Research Information Ltd. and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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        Value: 10.1564/tme_v32.1.01
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        Text: English
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      – SubjectFull: Special education teachers
        Type: general
      – SubjectFull: Mathematics education
        Type: general
      – SubjectFull: Student teachers
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      – SubjectFull: Data analysis
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      – SubjectFull: Classroom environment
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      – TitleFull: Making = Learning: Preservice Special Education Teachers Learning Mathematics Through Designing Manipulatives.
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              Text: Mar2025
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