Learning Fraction Concepts through the Virtual-Abstract Instructional Sequence

Autor/inn/en	Bouck, Emily C.; Park, Jiyoon; Cwiakala, Katie; Whorley, Abbie
Titel	Learning Fraction Concepts through the Virtual-Abstract Instructional Sequence
Quelle	In: Journal of Behavioral Education, 29 (2020) 3, S.519-542 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Bouck, Emily C.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1053-0819
DOI	10.1007/s10864-019-09334-9
Schlagwörter	Fractions; Mathematics Instruction; Teaching Methods; Computer Simulation; Manipulative Materials; Middle School Students; Students with Disabilities; Instructional Effectiveness + Suchen Sie Ihr Suchwort? Bruchrechnung; Mathematics lessons; Mathematikunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Computergrafik; Computersimulation; Hilfsmittel; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Disability; Disabilities; Studentin; Behinderung; Unterrichtserfolg
Abstract	Fractions are an important mathematical concept for both more advanced mathematical concepts and daily living activities (e.g., cooking) and thus are important for all students to learn. In this study, researchers explored the use of the virtual-abstract (VA) instructional sequence to teach three middle school students with disabilities three fraction concepts--equivalent fractions, addition of fractions with unlike denominators, and multiplication of fractions by a whole number. For each student for each fraction concept, a functional relation existed between the intervention (i.e., the VA instructional sequence) and the dependent variable (i.e., accuracy on problems of the fraction concept). The students acquired the fraction concepts, but there were struggles to maintain their performance when no instruction was provided. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01