Technology-assisted instruction with teacher prompts on fraction multiplication word problems: A single-case design with visual analysis and Bayesian multilevel modeling.
This study examines the effects of technology-assisted instruction with teacher prompts on the ability to visualize and solve fraction multiplication word problems for four middle school students with learning disabilities. A multiple-probe design across participants, a type of single-case design, s...
| Publicado en: | Assistive Technology pp. 1 - 12 |
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| Autores principales: | , |
| Formato: | Journal Article |
| Publicado: |
Taylor & Francis Ltd
Oct2024
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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=180514329&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 180514329 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 10400435 YVP jtl: Assistive Technology issn: 10400435 maglogo: Y pubinfo: dt: Oct2024 pid: 377 pub: Taylor & Francis Ltd place: Philadelphia, Pennsylvania artinfo: ui: 180514329 10.1080/10400435.2024.2415366 180514329 ppf: 1 ppct: 11 formats: fmt: @attributes: type: P tig: atl: Technology-assisted instruction with teacher prompts on fraction multiplication word problems: A single-case design with visual analysis and Bayesian multilevel modeling. aug: au: Shin, Mikyung Park, Jiyeon affil: Illinois State University sug: ab: This study examines the effects of technology-assisted instruction with teacher prompts on the ability to visualize and solve fraction multiplication word problems for four middle school students with learning disabilities. A multiple-probe design across participants, a type of single-case design, showed a functional relationship between the intervention and the targeted mathematical outcomes. Although there were some fluctuations over time, students demonstrated improvements from the baseline to intervention phases (Tau ranged from 0.76 to 1.00 for visualization and was 1.00 for problem-solving). Researchers employed Bayesian cumulative link mixed effects models to examine the moderating effects of word problem question types. Students showed greater maintenance effects on problem-solving than on visualization tasks, as reflected in changes in level (logit coefficient = 2.6) and trend (logit coefficient = 0.22). Students and teachers perceived vocabulary and multiplication fact practices, as well as the cognitive and metacognitive features embedded in the technology-assisted intervention, to be useful in learning targeted mathematics concepts. This study underscores the role of technology integration in enhancing teachers’ instructional approach and in aiding students’ acquisition and retention of mathematical concepts and skills. pubtype: Academic Journal doctype: Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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