Online Delivery of a Manipulative-Based Intervention Package for Finding Equivalent Fractions.

Three upper-elementary students logged in from home. Each had a learning disability or was at risk.

The coach taught equivalent fractions on screen. Kids dragged virtual tiles, then solved problems with numbers only.

If stuck, the coach gave the smallest hint needed. The team tracked accuracy across days.

Accuracy rose only after the lessons started. Gains stayed high two weeks later.

Brief booster sessions kept the skill alive. Students needed fewer hints over time.

Gutiérrez-Cruz et al. (2025) later tested a wider digital math pack for students with intellectual disability. Their wider pack also worked, showing the idea can travel to new groups.

Dutt et al. (2023) warned that live workshops beat web modules when training teachers. That sounds like a clash, but the two studies train different people. Dutt trained adults in theory; C et al. taught kids directly with step-by-step cues. Kids learn fine online when lessons are simple and interactive.

Capodieci et al. (2023) found kids with learning disorders scored low on web-based thinking tasks. Their result reminds us to check each child’s screen stamina before starting online math.

You can run short, well-prompted fraction lessons over Zoom. Use on-screen tiles first, then fade to numbers. Track hints to see when a child is ready to work alone. If accuracy dips later, one quick booster call can bring it back.