Learning Basic Mathematics among Children with Intellectual Disabilities about Place Value Concept using Virtual Base Ten Blocks

Abstract

A virtual learning environment, such as VAKT, enhances the present research, instruction, and learning (visual, auditory, kinesthetic and tactile). Children who have intellectual difficulties could find it difficult to understand place value. Understanding place value is a necessary pre-requisite for learning other mathematical concepts, such as how to use computational skills. Understanding place value becomes vital for enhancing mathematical operation like addition and subtraction. The learning of mathematical concepts should follow the pattern of starting with concrete, then semi-concrete, and finally abstract concepts. The researcher's planned place value teaching technique enables understandings to construct knowledge of ones, tens, and hundreds. This study used a quantitative methodology. The research was conducted through an experiment using a single group design. For CWID, the researcher evaluates the effects of manipulative interventions. The results of the sample (N = 8) revealed that manipulative-based treatments for teaching the place value concept were effective for a range of learning achievements. Base ten blocks may help children with cognitive disabilities comprehend mathematics, according to studies. Additionally, adopting digital learning resources increases their passion and makes learning fun in the current digital era.

Keywords: place value, mathematical concepts, manipulatives, Intellectual Disabilities