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- Title
Teaching Equivalent Fractions to Secondary Students With Disabilities via the Virtual-Representational-Abstract Instructional Sequence.
- Authors
Bouck, Emily C.; Bassette, Laura; Shurr, Jordan; Jiyoon Park; Kerr, Jackie; Whorley, Abbie
- Abstract
Fractions are an important mathematical concept; however, fractions are also a struggle for many students with disabilities. This study explored a new framework adapted from the evidence-based concrete-representational-abstract framework: the virtual-representational-abstract (VRA) framework. The VRA framework involves teaching students to solve mathematical problems with virtual manipulative, then representations or drawings, and finally abstractly. A multiple probe across-students single-case design was used to investigate the effectiveness of the VRA framework for finding equivalent fractions for three middle-school students with disabilities. A functional relation was found between the VRA framework and students' ability to solve equivalent fractions. Implications related to the use of the VRA framework as a mathematics intervention for secondary students with disabilities as well as directions for future research are discussed.
- Subjects
STUDY &; teaching of fractions; INTERNET in education; ONLINE education; SECONDARY school students
- Publication
Journal of Special Education Technology, 2017, Vol 32, Issue 4, p220
- ISSN
0162-6434
- Publication type
Article
- DOI
10.1177/0162643417727291