Developing an Understanding of Quadratics through the Use of Concrete Manipulatives: A Case Study Analysis of the Metacognitive Development of a High School Student with Learning Disabilities

Authors

Tricia K. Strickland, Hood College

Abstract

This case study analyzed the impact of a concrete manipulative program on the understanding of quadratic expressions for a high school student with a learning disability. The manipulatives were utilized as part of the Concrete-Representational-Abstract Integration (CRA-I) intervention in which participants engaged in tasks requiring them to multiply linear expressions and factor quadratic expressions embedded within contextualized area problems. The case study focused on a representative participant, Marcia, who demonstrated significant gains from pre- to post-intervention assessments. The qualitative analysis provided descriptive data which offered insight into the reasons for these gains. Results indicated that the manipulatives supported metacognition through strategic planning and self-regulation.

Recommended Citation

Strickland, Tricia K. (2014) "Developing an Understanding of Quadratics through the Use of Concrete Manipulatives: A Case Study Analysis of the Metacognitive Development of a High School Student with Learning Disabilities," The Journal of Special Education Apprenticeship: Vol. 3: No. 1, Article 5.
DOI: https://doi.org/10.58729/2167-3454.1033
Available at: https://scholarworks.lib.csusb.edu/josea/vol3/iss1/5