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Res Dev Disabil. 2017 Nov;70:163-174. doi: 10.1016/j.ridd.2017.09.002. Epub 2017 Sep 23.

Using the virtual-abstract instructional sequence to teach addition of fractions.

Author information

1
Michigan State University, United States. Electronic address: ecb@msu.edu.
2
Michigan State University, United States.
3
Central Michigan University, United States.
4
Ball State University, United States.
5
Portland Public Schools, United States.

Abstract

BACKGROUND/AIMS/METHODS:

Limited literature examines mathematics education for students with mild intellectual disability. This study investigated the effects of using the Virtual-Abstract instructional sequenceto teach middle school students, predominantly with mild intellectual disability, to add fractions of unlike denominators. Researchers used a multiple probe across participants design to determine if a functional relation existed between the Virtual-Abstract instructional sequence strategy and students' ability to add fractions with unlike denominators.

PROCEDURES/OUTCOMES:

The study of consisted of three-to-nine baseline sessions, 6-11 intervention sessions, and two maintenance sessions for each student. Data were collected on accuracy across five addition of fractions with unlike denominators problems.

RESULTS/CONCLUSIONS:

The VA instructional strategy was effective in thestudents to add fractions with unlike denominators; a functional relation existed between the VA instructional sequence and adding fractions with unlike denominators for three of the four students.

IMPLICATIONS:

The Virtual-Abstract instructional sequencemay be appropriate to support students with mild intellectual disability in learning mathematics, especially when drawing or representing the mathematical concepts may prove challenging.

KEYWORDS:

Fractions; Mathematics; Mild intellectual disability; Single case

PMID:
28950232
DOI:
10.1016/j.ridd.2017.09.002
[Indexed for MEDLINE]

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