Literaturnachweis - Detailanzeige
Autor/inn/en | Bouck, Emily C.; Maher, Courtney; Park, Jiyoon; Whorley, Abbie |
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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 |
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 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 |