Effectiveness of the interaction unit method in teaching addition and subtraction problem-solving skills to students with intellectual disability.
This study examines the effectiveness of the interaction unit method, which is presented virtually, in teaching addition and subtraction problem-solving skills to students with intellectual disability (ID). The research was conducted with three students (one girl and two boys) aged 15–16 years who w...
| Publicado en: | International Journal of Developmental Disabilities Vol. 72; no. 5; pp. 1101 - 1121 |
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| Autores principales: | , |
| Formato: | pictorial research tables/charts Journal Article |
| Publicado: |
Taylor & Francis Ltd
Aug2026
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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=195656552&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 195656552 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 20473869 F2SP jtl: International Journal of Developmental Disabilities issn: 20473869 maglogo: N pubinfo: dt: Aug2026 vid: 72 iid: 5 pid: 377 pub: Taylor & Francis Ltd place: Philadelphia, Pennsylvania artinfo: ui: 195656552 179100884 195656552 195656552 10.1080/20473869.2024.2392971 195656552 ppf: 1101 ppct: 20 formats: fmt: – @attributes: type: T – @attributes: type: P tig: atl: Effectiveness of the interaction unit method in teaching addition and subtraction problem-solving skills to students with intellectual disability. aug: au: Karaaslan, Derya Yıkmış, Ahmet affil: Zeynep Kamil Hastanesi, İstanbul, Turkey sug: subj: Intellectual Disability Rehabilitation Mathematics Education Problem Solving Education, Special Students with Disabilities Psychosocial Factors Teaching Human Male Female Adolescence Computer-Assisted Instruction Educational Technology Academic Performance Learning Memory Data Analysis Software Descriptive Statistics Scales Adolescent: 13-18 years Male Female ab: This study examines the effectiveness of the interaction unit method, which is presented virtually, in teaching addition and subtraction problem-solving skills to students with intellectual disability (ID). The research was conducted with three students (one girl and two boys) aged 15–16 years who were diagnosed with ID and were attending a special education vocational school in Istanbul. Multiple probe design with probe trials across the subjects was used. The dependent variables include the participants' level of solving addition and subtraction problems, and the independent variable is the teaching via the virtual interaction unit method (VIUM). We found that by using this method, students with ID could acquire the skills to solve addition and subtraction problems. Moreover, it was determined that the students continued to maintain these skills one and two weeks after the intervention and were able to generalize different environments, tools, and people. Considering the social validity of the research obtained from teachers' opinions, it was concluded that the opinions about the VIUM were positive. pubtype: Academic Journal doctype: pictorial research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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