Differentiation with Technology: Fractions

 Enhancing Learning with Fractions

Teaching in a special education setting can be difficult. Learning fractions can be difficult. The foundational concepts that 1/b represents on part of a whole split into b equal parts can pivotal moment in students' mathematical development. To make fractions meaningful and engaging, I've integrated three technology tools that I use to differentiate learning about fractions: IXL, Khan Academy, and Toy Theater fraction bars. These tools do more than just teach math, they create dynamic, inclusive learning experience that opens to global thinking.  

I use IXL for whole group instruction and small group instruction. During small group instruction I am able to start a group jam, and walk kids through problems, I am able to make the lesson change by going to a different level. During student's independent time, students are able to go to the game section and play games, in this case they can play a game that displays fractions. To ensure students are using the website appropriately I will assign specific skill sets that are agile with the standard. I will also set completion goals to maintain balance that are using for screen time. According to Borders, using the tactic of making student global citizens is empowering your students as leaders and teachers. This simply means having students take charge of their own education. While promoting global awareness in my classroom, I like to connect things to the real world. Before students practice fraction on a platform, we will discuss people around the world with dividing food, land, time. For example, "How do families in different countries eat a meal during a celebration?" or "How do different cultures think about fairness when sharing?" In this way, IXL becomes more than just practice; Its part of broader learning experience that build fractions understand while honoring the diverse ways we live and learn across the world. 

Khan Academy will be used for smaller groups and independent time. Students are about to go to the website and watch videos to help deepen their understanding of fractions. To ensure students are the website appropriate, they would have a goal to complete the skill at a certain level and have a time frame on the skill. This will ensure that they complete their work when they are doing it independently. To connect Khan academy with global awareness I will discuss things like "How do you divide things in your house?" I will also show a picture of a family that is from another country and ask students "How do you think they divide their food in their household?" Khan Academy can become more than just a math platform, it can window into how learning connects people across the globe, that will support academic growth and cultural growth.  

 

Toy Theater's Fraction Bars help students visualize and understand fractions through interactive modeling. Used during guided practice, it supports engagement and collaboration. Teachers ensure appropriate use of structured tasks and monitoring. By incorporating global contexts like food sharing, the lesson promotes cultural awareness and real-world connections to fractional thinking. 

Supporting Diverse Learns in Divison

 Strategies for inclusive math instruction 

Teaching division in a way that reaches all learners; especially students with autism and other divers needs can be challenging. When students are offered multiple pathways to explore mathematical concepts, they are more likely to engage in meaningful ways and succeed. I will be sharing how I used differentiated activities that aligned with the standard M.3.OA.B.5 (understanding division as an unknown-factor problem) to address varied students need interested and readiness levels. I will also highlight assessments and tools that guided instruction and supported a deeper learning experience. 

Why differentiation matters in math? 

Differentiated instruction is essential in all inclusive classrooms. This simply respects the student unique learning abilities and their IEP goals. According to Tomlinson (2014), effective differentiation address student's readiness, interest and learning preferences by adapting content, process, and product. When teaching division, I must go beyond the traction worksheets, my lesson must include tactile, visuals, verbal, and digital strategies that allows every student in my classroom shine and meet their needs. 

Differentiated division activities that work 

I've designed activities around the standard that will fit the students learning styles and keep them in engaged in the lesson. 

1. Array models for visual and kinesthetic learners 

Using arrays and manipulative like counters or small object help student see how division and multiplication are connected. Modeling arrays shows division is essentially grouping while multiplication is repeated addition. This helps bridge conceptual gaps for visual thinkers and kinesthetic learners. 

2. Unknown factor game for critical thinking 

This interactive game gives students a chance to solve problems like:  __x6=36 or 42÷__=6. It is a self pace game. Students used logic and multiplication facts to find missing values. Presenting division as a missing factor, students could draw from tinier existing multiplication knowlegede. This engaged students who thrive on active and challenge based learning. 

3. Real world word problems 

I use word problems based on students interests like snacks, pets, favorite toys, games, and color. These problems provide context, increase motivation, and support reading comprehension. According to Clements & Sarama (2011), real word problems-solving helps students build mathematical reasoning and connects abstract operation to daily experiences.

Tech tools for engagement and creativity 

Technology plays a critical role in personalizing instruction. I use 

• IXL for adaptive quizzes and self paced learning 
• Google doc for guided notes and collaborative thinking 
• Canva for students to create visual reminders and problems sets

These tools empower student to express understanding creative ways and practice concepts independently.  Research supports the integrating digital tools enhances students motivation and critical thinking (Cheung & Slavin, 2013). 

                                        Assessing for understanding: Formal and informal techniques

• Formal tools like IXL quizzes and skills set tracked mastery. 
• Informal tools like observations, students created visuals, and performance tasks gave insight into how students were thinking. 
• Manipulative based assessments allowed students who struggle with abstract reasoning to physically demonstrate division processes. 

Using Student Data to Guide Instruction

 Understanding who your students are as learner can make things go smooth during your lesson planning and the lesson itself. Powerful ways to understand students as a learner are through a learning style inventory, assess how students absorb, process, and retain information. Observing students can give you a more understanding how they learn and/or process information. Using these stratigies can help you guide your instruction where it can benefit the student academically and functionally. 

Understanding the Learners

Student A and B, who have autism and receive support through their IEPs, demonstrate strengths as visual learners with developing linguistic skills. With structured support, they are able to engage with grade-level texts and communicate their thinking through writing. They show confidence and focus when working independently; however, they benefit from explicit instruction, visual cues, and clearly defined roles to successfully engage in collaborative activities with peers, in alignment with their social communication goals.

Student C, who have autism and receive services through their IEPs, show kinesthetic learning preferences and engage well in lessons that incorporate movement and hands-on activities. Student C cognitive skills are within the average range, though they may need additional support with sustained attention, particularly during non-preferred or sedentary tasks. They generally respond positively to structured social interactions but continue to work on emotional regulation skills, especially in situations involving transitions or unexpected changes, as outlined in their individualized goals.

Student D, who has autism and receives support through an IEP, demonstrates strengths as an auditory learner and benefits from structured verbal input. While they experiences expressive language delays, they are socially motivated and shows emotional resilience in familiar settings. Student D cognitive development is supported through consistent verbal repetition, rhythm-based activities, and the use of songs or patterned language, which align with their IEP goals for language acquisition and communication.

Using Learning Styles for Planning 

When lesson planning for students who are on the spectrum, can be difficult. Which is why understanding how they learn is important. Here is how I would plan for each student with their learning style. I am basing the lesson around math content. 

Students with the learning style of Visual

For these students, anchor math instruction with visual supports such as diagrams, charts, and step-by-step visual models. Use color-coded graphic organizers to help them break down and process multi-step problems. Visual tools like number bonds, pictorial representations, and math storyboards can support their comprehension and align with their IEP goals by providing structure and reducing cognitive overload.

Students with learning style of Kinesthetic

Use task-based math centers that allow the student to physically interact with concepts by sorting objects, building models, or acting out math problems. For example, incorporate movement by having the student use manipulative like counting cubes or place-value blocks to build numbers, walk a number line taped on the floor to solve equations, or participate in math games that involve hands-on activities. These strategies support both engagement and understanding for learners with autism.

Students with the learning style of Auditory

Incorporate math-based songs, chants, and verbal repetition to reinforce key concepts such as multiplication facts or place value. Use echoing strategies where the teacher models math vocabulary or steps aloud, and the student repeats them. Partner activities that involve verbal problem-solving or talking through math steps can help support understanding and align with language and communication goals in the student’s IEP.

Students strength, interest and growth areas

Math really starts to click for 3rd-grade students with autism when it connects to what they already love and what they’re naturally good at. If a student is super into trains or animals, we can use those interests in word problems to grab their attention and keep them engaged. For kids who are strong visual learners, tools like color-coded charts or drawing out math problems can make a big difference. And for those who thrive on structure, step-by-step task cards or predictable routines can help them stay focused and feel confident.

Some students might love building with blocks or LEGOs, which is perfect for hands-on math lessons about area, perimeter, or multiplication arrays. Others might be drawn to music, so using songs or clapping games to practice skip-counting or multiplication facts can really help them remember what they’re learning.

When it comes to supporting areas where students are still growing, it’s important to weave those supports right into the daily lessons. For example, if a student is working on language skills, we can introduce new math vocabulary with pictures and model how to use it in conversation. If a student gets anxious during transitions, using a visual schedule and keeping routines consistent can help them feel more secure and ready to learn. Group work and partner activities can also be great, as long as we support them with things like sentence starters or peer models to guide social interaction and communication.

Assessments

 

Just like the instruction must align with student learning styles, the assessment should align with the student learning style. I like to use a choice based assessments that aligns with the standards.

Kinesthetic: Build and explain a math concept like area or arrays using manipulative, blocks, or floor grids.
Visual: Create a poster, diagram, or color-coded chart to solve and visually explain a multi-step word problem.
Auditory: Record a verbal explanation of how they solved a problem or use math songs/chants to demonstrate understanding of skip-counting or math facts.

Conclusion 

At the end of the day, teaching works best when it connects with who our students really are. When we combine what we know about their development—how they think, grow, and interact; with their unique learning styles, we create lessons and assessments that actually make sense to them. It’s not just about hitting standards; it’s about helping each student feel seen, supported, and capable.

When students recognize their own strengths and interests in the work they’re doing; whether it’s solving math problems using LEGOs, drawing out their thinking, or working with a partner; they start to take more ownership of their learning. That’s when the real magic happens. They get more engaged, more confident, and more motivated to try, even when things are hard.

This kind of approach doesn’t just help students with autism; it helps all learners. It builds a classroom culture where everyone learns differently, and that’s totally okay. It reminds us that growth doesn’t always look the same for every student, and that our job is to meet them where they are and help them move forward in a way that works for them.

By using what we know about learning styles and development, we’re not just teaching content—we’re teaching kids how to learn, how to trust themselves, and how to grow.