Using the virtual-representational instructional sequence to support the acquisition and maintenance of mathematics for students with intellectual disability.
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...
| Publicado en: | International Journal of Developmental Disabilities Vol. 67; no. 3; pp. 217 - 229 |
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| Autores principales: | , , |
| Formato: | pictorial research tables/charts Journal Article |
| Publicado: |
Taylor & Francis Ltd
Jun2021
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=150677357&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 150677357 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 20473869 F2SP jtl: International Journal of Developmental Disabilities issn: 20473869 maglogo: N pubinfo: dt: Jun2021 vid: 67 iid: 3 pid: 377 pub: Taylor & Francis Ltd place: Philadelphia, Pennsylvania artinfo: ui: 150677357 150677357 150677357 10.1080/20473869.2019.1640999 150677357 ppf: 217 ppct: 12 formats: fmt: – @attributes: type: T – @attributes: type: P tig: atl: Using the virtual-representational instructional sequence to support the acquisition and maintenance of mathematics for students with intellectual disability. aug: au: Bouck, Emily C. Park, Jiyoon Shurr, Jordan affil: Department of Counseling, Educational Psychology, and Special Education, Michigan State University, MI, USA sug: subj: Intellectual Disability Mathematics Education Teaching Methods Educational Technology Students with Disabilities Psychosocial Factors Skill Acquisition Evaluation Skill Retention Evaluation Student Attitudes Evaluation Human Students, Middle School Psychosocial Factors Education, Special Problem Solving Case Studies Outcomes of Education ab: 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. pubtype: Academic Journal doctype: pictorial research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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