The Effect of Virtual Manipulatives with Timed Activities on Computational Fluency for Students with Borderline Intellectual Functioning

The aim of this study is to investigate the effect of virtual manipulatives and timed activities on computational fluency and a transfer effect on a standardized assessment for three students with borderline intellectual functioning. This study utilized a multiple-baseline design across participants in order to identify a functional relation between the intervention and computational fluency. Also, this study analyzed the participants’ results of pre-tests and post-tests on a standardized assessment. The results of this study showed that all participants improved their computational fluency considerably and showed a positive transfer effect on the standardized assessment after the intervention. The use of virtual manipulatives and timed activities can be an effective intervention to improve computational fluency for students with borderline intellectual functioning who have mathematics difficulties.