Using the Virtual-Representational-Abstract Approach to Support Students with Intellectual Disability in Mathematics

Autor/inn/en	Bouck, Emily C.; Park, Jiyoon; Shurr, Jordan; Bassette, Laura; Whorley, Abbie
Titel	Using the Virtual-Representational-Abstract Approach to Support Students with Intellectual Disability in Mathematics
Quelle	In: Focus on Autism and Other Developmental Disabilities, 33 (2018) 4, S.237-248 (12 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1088-3576
DOI	10.1177/1088357618755696
Schlagwörter	Mathematics Instruction; Educational Technology; Technology Uses in Education; Mild Intellectual Disability; Mathematics Skills; Mathematical Concepts; Maintenance; Middle School Students; Manipulative Materials; Addition; Subtraction + Suchen Sie Ihr Suchwort? Mathematics lessons; Mathematikunterricht; Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Hilfsmittel; Subtraktion
Abstract	Mathematics education is an important but underexplored area of research for secondary students with mild intellectual disability. In this multiple probe across behaviors replicated across two participants study, the researchers explored the effectiveness of the virtual-representational-abstract (VRA) instructional sequence to support two students' acquisition of three mathematical behaviors. Each student was able to acquire his or her three mathematical behaviors (i.e., place value, single-digit addition with regrouping, subtraction with regrouping, and single-digit multiplication) following instruction with the VRA sequence. However, each student struggled with maintenance with at least one behavior. Implications for practice relative to the VRA instructional sequence are discussed. (As Provided).
Anmerkungen	SAGE Publications and Hammill Institute on Disabilities. 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