Using the Virtual-Representational-Abstract with Overlearning Instructional Sequence to Students with Disabilities in Mathematics

Autor/inn/en	Park, Jiyoon; Bouck, Emily C.; Fisher, Marisa H.
Titel	Using the Virtual-Representational-Abstract with Overlearning Instructional Sequence to Students with Disabilities in Mathematics
Quelle	In: Journal of Special Education, 54 (2021) 4, S.228-238 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-4669
DOI	10.1177/0022466920912527
Schlagwörter	Students with Disabilities; Mathematics Instruction; Teaching Methods; Mathematics Skills; Multiplication; Problem Solving; Skill Development; Manipulative Materials; Direct Instruction; Abstract Reasoning; Autism; Pervasive Developmental Disorders; Learning Disabilities; Educational Technology; Technology Uses in Education; Handheld Devices; Telecommunications; Elementary School Students; Middle School Students + Suchen Sie Ihr Suchwort? Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Mathematics lessons; Mathematikunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Multiplikation; Problemlösen; Kompetenzentwicklung; Qualifikationsentwicklung; Hilfsmittel; Direct instructional procedues; Direct instructional approach; Unterrichtsverfahren; Abstraktes Denken; Denken; Autismus; Learning handicap; Lernbehinderung; Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Telekommunikationstechnik; Middle school; Middle schools; Mittelschule; Mittelstufenschule
Abstract	While mathematics education is key to the post-school outcomes of students with disabilities, it has received less attention in research and practice compared with other aspects of educating this population. Skill maintenance is particularly crucial in mathematics because students build upon prior knowledge across grade levels. They also need to be able to apply mathematical skills in everyday life. Hence, this study utilized a multiple probe across-participants single-case experimental design to evaluate the effectiveness of the virtual--representational--abstract (VRA) with overlearning instructional sequence in teaching multiplication and supporting its maintenance among three students with disabilities. For each student, a functional relation existed between the VRA with overlearning instructional sequence and accuracy of solving multiplication problems. Students also maintained the skill up to 8 weeks after the intervention. (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	2024/1/01