Using the virtual-abstract instructional sequence to teach addition of fractions.
作者： Emily C. Bouck , Jiyoon Park , Jessica Sprick , Jordan Shurr , Laura Bassette
DOI: 10.1016/J.RIDD.2017.09.002
关键词:
摘要: Abstract Background/aims/methods Limited literature examines mathematics education for students with mild intellectual disability. This study investigated the effects of using Virtual-Abstract instructional sequenceto teach middle school students, predominantly disability, to add fractions unlike denominators. Researchers used a multiple probe across participants design determine if functional relation existed between sequence strategy and students’ ability Procedures/outcomes The consisted three-to-nine baseline sessions, 6–11 intervention two maintenance sessions each student. Data were collected on accuracy five addition denominators problems. Results/conclusions VA was effective in thestudents denominators; adding three four students. Implications sequencemay be appropriate support disability learning mathematics, especially when drawing or representing mathematical concepts may prove challenging.
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