Using the virtual-abstract instructional sequence to teach addition of fractions. (November 2017)

• Record Type: Journal Article
• Authors: Bouck, Emily C.; Park, Jiyoon; Sprick, Jessica; Shurr, Jordan; Bassette, Laura; Whorley, Abbie
• Is Part Of: Research in developmental disabilities. Volume 70(2017:Nov.)
• Page Start: 163
• Page End: 174
• Publication Date: 2017-11
• Subjects: Mild intellectual disability -- Mathematics -- Single case -- Fractions; Developmental disabilities -- Periodicals; Developmentally disabled -- Research -- United States -- Periodicals; Developmentally disabled children -- Education -- Research -- United States -- Periodicals; Developmental Disabilities -- Periodicals; Disabled -- Periodicals; Mental Retardation -- rehabilitation -- Periodicals; Personnes atteintes de troubles du développement -- Recherche -- États-Unis -- Périodiques; Enfants atteints de troubles du développement -- Éducation -- Recherche -- États-Unis -- Périodiques; Développement, Troubles du -- Recherche -- États-Unis -- Périodiques; 616.858800
• DOI: 10.1016/j.ridd.2017.09.002
• Languages: English
• ISSNs: 0891-4222

Abstract

Highlights: Students learned to independently add fractions with unlike denominators. Students maintained of adding fractions with unlike denominators skills, but were less successful than during intervention. The use of a representational phase may not be necessary for students to acquire mathematical skills involving fractions. 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.