Learning Fractions with a Virtual Manipulative Based Graduated Instructional Sequence

Autor/inn/en	Bouck, Emily C.; Maher, Courtney; Park, Jiyoon; Whorley, Abbie
Titel	Learning Fractions with a Virtual Manipulative Based Graduated Instructional Sequence
Quelle	In: Education and Training in Autism and Developmental Disabilities, 55 (2020) 1, S.45-59 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2154-1647
Schlagwörter	Mathematics Instruction; Fractions; Computer Simulation; Manipulative Materials; Sequential Approach; Students with Disabilities; Middle School Students; Mild Intellectual Disability; Autism; Pervasive Developmental Disorders; Special Education; Public Schools; Early Adolescents + Suchen Sie Ihr Suchwort? Mathematics lessons; Mathematikunterricht; Bruchrechnung; Computergrafik; Computersimulation; Hilfsmittel; Schrittfolge; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Middle school; Middle schools; Mittelschule; Mittelstufenschule; Autismus; Special needs education; Sonderpädagogik; Sonderschulwesen; Public school; Öffentliche Schule
Abstract	Fractions are foundational concepts for more advanced mathematics as well as used throughout daily living, for all students, including students with disabilities. This study explored the virtual-abstract (VA) instructional sequence with regard to the acquisition and maintenance of fraction behaviors for three middle school students with mild intellectual disability and/or autism. Through a multiple probe across participants design, students received a minimum of three sessions using the app-based manipulative (i.e., virtual portion of the VA instructional sequence) and a minimum of five sessions using numerical strategies (i.e., abstract portion of the VA instructional sequence). A functional relation was found between the independent variable--the VA instructional sequence--and the dependent variable (i.e., accuracy in finding equivalent fractions or adding fractions with unlike denominators, depending on the student). (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