Using the virtual-abstract instructional sequence to teach addition of fractions

被引：31

作者：

Bouck, Emily C. ^{[1
]}

Park, Jiyoon ^{[1
]}

Sprick, Jessica ^{[1
]}

Shurr, Jordan ^{[2
]}

Bassette, Laura ^{[3
]}

Whorley, Abbie ^{[4
]}

机构：

[1] Michigan State Univ, E Lansing, MI 48824 USA

[2] Cent Michigan Univ, Mt Pleasant, MI 48859 USA

[3] Ball State Univ, Muncie, IN 47306 USA

[4] Portland Publ Sch Dist, Portland, OR USA

来源：

RESEARCH IN DEVELOPMENTAL DISABILITIES | 2017年 / 70卷

关键词：

Mild intellectual disability; Mathematics; Single case; Fractions; AUTISM SPECTRUM DISORDER; MATHEMATICS INSTRUCTION; LEARNING-DISABILITIES; STUDENTS;

D O I：

10.1016/j.ridd.2017.09.002

中图分类号：

G76 [特殊教育];

学科分类号：

040109 ;

摘要：

Background/aims/methods: Limited literature examines mathematics education for students with mild intellectual disability. This study investigated the effects of using the Virtual-Abstract instructional sequence to teach middle school students, predominantly with mild intellectual disability, to add fractions of unlike denominators. Researchers used a multiple probe across participants design to determine if a functional relation existed between the Virtual-Abstract instructional sequence strategy and students' ability to add fractions with unlike denominators. Procedures/outcomes: The study of consisted of three-to-nine baseline sessions, 6-11 intervention sessions, and two maintenance sessions for each student. Data were collected on accuracy across five addition of fractions with unlike denominators problems. Results/conclusions: The VA instructional strategy was effective in the students to add fractions with unlike denominators; a functional relation existed between the VA instructional sequence and adding fractions with unlike denominators for three of the four students.

引用

页码：163 / 174

页数：12

共 44 条

[1] Evidence-Based Practices: Applications of Concrete Representational Abstract Framework across Math Concepts for Students with Mathematics Disabilities [J].