Literaturnachweis - Detailanzeige
| Autor/inn/en | Bouck, Emily C.; Park, Jiyoon; Satsangi, Rajiv; Cwiakala, Katie; Levy, Kennedy |
|---|---|
| Titel | Using the Virtual-Abstract Instructional Sequence to Support Acquisition of Algebra |
| Quelle | In: Journal of Special Education Technology, 34 (2019) 4, S.253-268 (16 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0162-6434 |
| DOI | 10.1177/0162643419833022 |
| Schlagwörter | Algebra; Mathematics Instruction; Teaching Methods; Students with Disabilities; Manipulative Materials; Computer Simulation; Educational Technology; Mathematical Concepts; Division; Addition; Subtraction; Middle School Students; Concept Formation; Handheld Devices; Telecommunications Mathematics lessons; Mathematikunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Hilfsmittel; Computergrafik; Computersimulation; Unterrichtsmedien; Subtraktion; Middle school; Middle schools; Mittelschule; Mittelstufenschule; Concept learning; Begriffsbildung; Telekommunikationstechnik |
| Abstract | Although often considered a more advanced area of mathematics, principles of algebra are taught throughout different mathematical concepts, and algebra is often considered gateway mathematical knowledge for more advanced mathematical concepts. For this reason, attention is needed toward making algebraic instruction more accessible to all types of learners, including students with disabilities who often struggle learning mathematics. Using a multiple probe across behaviors replicated across participants single-case design, this study examined whether an intervention sequence consisting of a virtual manipulative and then abstract (i.e., numerical strategies) instruction could support the acquisition of three algebraic behaviors (i.e., one-step division, two-step addition, two-step subtraction, and/or three-step addition) for four middle school students with disabilities. All four students acquired each of the linear algebra behaviors but struggled to maintain their learning once instruction was not provided prior to performance. These findings and their implications are discussed further. (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 |
Literaturbeschaffung und Bestandsnachweise in Bibliotheken prüfen
Permalink als QR-Code
Inhalt auf sozialen Plattformen teilen (nur vorhanden, wenn Javascript eingeschaltet ist)
Teile diese Seite:
