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 |
|---|---|
| Autores principales: | , , |
| Formato: | pictorial research tables/charts Journal Article |
| Publicado: |
Taylor & Francis Ltd
Jun2021
|
| Acceso en línea: | Ver este registro en EBSCOhost |