Teaching Division Online to Students via a Virtual Manipulative Instructional Sequence

Autor/inn/en	Bouck, Emily; Long, Holly; Jakubow, Larissa
Titel	Teaching Division Online to Students via a Virtual Manipulative Instructional Sequence
Quelle	In: Education and Training in Autism and Developmental Disabilities, 57 (2022) 1, S.16-30 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2154-1647
Schlagwörter	Mathematics Instruction; Online Courses; Division; Manipulative Materials; Educational Technology; Technology Uses in Education; Students with Disabilities; At Risk Students; COVID-19; Pandemics; Elementary Secondary Education; Teaching Methods; Instructional Effectiveness + Suchen Sie Ihr Suchwort? Mathematics lessons; Mathematikunterricht; Online course; Online-Kurs; Hilfsmittel; Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Teaching method; Lehrmethode; Unterrichtsmethode; Unterrichtserfolg
Abstract	The global COVID-19 pandemic forced teachers to support students online in multiple academic subjects, including mathematics, including students with disabilities and those at-risk. And yet, to date, limited research exists examining teaching mathematics to students with disabilities online. The current study explored the use of the virtual-representational-abstract (VRA) instructional sequence paired with the system of least prompts (SLP) to support three elementary students with either a developmental disability or at-risk in mathematics to solve division with remainder problems. All three students learned to solve the targeted division with remainder problems with at least 75% accuracy and 85% independence across virtual, representational, and abstract sessions. Further, all three students maintained their accuracy for up to two weeks following the completion of intervention. The study holds implications for virtual manipulative-based instructional sequences, which to date focused on secondary students, and for teaching mathematics to students with disabilities online. (As Provided).
Anmerkungen	Division on Autism and Developmental Disabilities, Council for Exceptional Children. DDD, P.O. Box 3512, Fayetteville, AR 72702. Tel: 479-575-3326; Fax: 479-575-6676; Web site: http://www.daddcec.com/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01