Using the Virtual-Representational Instructional Sequence to Support the Acquisition and Maintenance of Mathematics for Students with Intellectual Disability

Autor/inn/en	Bouck, Emily C.; Park, Jiyoon; Shurr, Jordan
Titel	Using the Virtual-Representational Instructional Sequence to Support the Acquisition and Maintenance of Mathematics for Students with Intellectual Disability
Quelle	In: International Journal of Developmental Disabilities, 67 (2021) 3, S.217-228 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Shurr, Jordan)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2047-3869
DOI	10.1080/20473869.2019.1640999
Schlagwörter	Mathematics Instruction; Students with Disabilities; Intellectual Disability; Teaching Methods; Sequential Approach; Multiplication; Division; Problem Solving; Manipulative Materials; Educational Technology; Technology Uses in Education; Mathematics Skills; Intervention; Program Effectiveness; Grade 6; Grade 7; Grade 8; Special Education; Middle School Students; Accuracy + Suchen Sie Ihr Suchwort? Mathematics lessons; Mathematikunterricht; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Intellect; Verstand; Teaching method; Lehrmethode; Unterrichtsmethode; Schrittfolge; Multiplikation; Problemlösen; Hilfsmittel; Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; School year 06; 6. Schuljahr; Schuljahr 06; School year 07; 7. Schuljahr; Schuljahr 07; School year 08; 8. Schuljahr; Schuljahr 08; Special needs education; Sonderpädagogik; Sonderschulwesen; Middle school; Middle schools; Mittelschule; Mittelstufenschule
Abstract	Mathematics instruction -- and interventions to support mathematics teaching -- for students with intellectual disability is important yet underexamined. This study explored a graduated instructional sequence referred to as the virtual-representational (VR) as a mathematical intervention. Researchers taught four students with disabilities what multiplication or division means and how to solve the problems first via virtual manipulatives and subsequently via pictorial representations. The researchers found a functional relation between student accuracy in solving multiplication or division problems and the intervention of the VR instructional sequence for three of the four students; for the fourth student, the researchers added the system of least prompts (SLP) to the virtual subphase of intervention. Researchers also found the students were able to maintain their accuracy in solving multiplication and division problems at rates exceeding baseline when instruction did not precede. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01