Literaturnachweis - Detailanzeige
| Autor/inn/en | Bouck, Emily C.; Bassette, Laura; Shurr, Jordan; Park, Jiyoon; Kerr, Jackie; Whorley, Abbie |
|---|---|
| Titel | Teaching Equivalent Fractions to Secondary Students with Disabilities via the Virtual-Representational-Abstract Instructional Sequence |
| Quelle | In: Journal of Special Education Technology, 32 (2017) 4, S.220-231 (12 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0162-6434 |
| DOI | 10.1177/0162643417727291 |
| Schlagwörter | Fractions; Disabilities; Teaching Methods; Mathematical Concepts; Instructional Effectiveness; Middle School Students; Intervention; Technology Uses in Education; Problem Solving; Intelligence Tests; Children; Wechsler Intelligence Scale for Children Bruchrechnung; Handicap; Behinderung; Teaching method; Lehrmethode; Unterrichtsmethode; Unterrichtserfolg; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Problemlösen; Intelligence test; Intelligenztest; Child; Kind; Kinder |
| Abstract | Fractions are an important mathematical concept; however, fractions are also a struggle for many students with disabilities. This study explored a new framework adapted from the evidence-based concrete-representational-abstract framework: the virtual-representational-abstract (VRA) framework. The VRA framework involves teaching students to solve mathematical problems with virtual manipulative, then representations or drawings, and finally abstractly. A multiple probe across-students single-case design was used to investigate the effectiveness of the VRA framework for finding equivalent fractions for three middle-school students with disabilities. A functional relation was found between the VRA framework and students' ability to solve equivalent fractions. Implications related to the use of the VRA framework as a mathematics intervention for secondary students with disabilities as well as directions for future research are discussed. (As Provided). |
| Anmerkungen | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2020/1/01 |
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