Teaching Division Online to Students via a Virtual Manipulative Instructional Sequence.
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| Title: | Teaching Division Online to Students via a Virtual Manipulative Instructional Sequence. |
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| Authors: | Bouck, Emily1, Long, Holly1, Jakubow, Larissa1 |
| Source: | Education & Training in Autism & Developmental Disabilities. Mar2022, Vol. 57 Issue 1, p16-30. 15p. |
| Subject Terms: | *Online education, *COVID-19 pandemic, *Mathematics students, *Students with disabilities, *Developmental disabilities, *Special education teachers |
| Abstract: | The global Covid-19 pandemic forced teachers to support students online in multiple academic subjects, including mathematics, including students with disabilities and those at-risk. And yet, to date, limited research exists examining teaching mathematics to students with disabilities online. The current study explored the use of the virtual-representational-abstract (VRA) instructional sequence paired with the system of least prompts (SLP) to support three elementary students with either a developmental disability or at-risk in mathematics to solve division with remainder problems. All three students learned to solve the targeted division with remainder problems with at least 75% accuracy and 85% independence across virtual, representational, and abstract sessions. Further, all three students maintained their accuracy for up to two weeks following the completion of intervention. The study holds implications for virtual manipulative-based instructional sequences, which to date focused on secondary students, and for teaching mathematics to students with disabilities online. [ABSTRACT FROM AUTHOR] |
| Copyright of Education & Training in Autism & Developmental Disabilities is the property of Council for Exceptional Children, Division on Autism & Developmental Disabilities and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
| FullText | Links: – Type: pdflink Text: Availability: 0 |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 159586746 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Teaching Division Online to Students via a Virtual Manipulative Instructional Sequence. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Bouck%2C+Emily%22">Bouck, Emily</searchLink><relatesTo>1</relatesTo><br /><searchLink fieldCode="AR" term="%22Long%2C+Holly%22">Long, Holly</searchLink><relatesTo>1</relatesTo><br /><searchLink fieldCode="AR" term="%22Jakubow%2C+Larissa%22">Jakubow, Larissa</searchLink><relatesTo>1</relatesTo> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Education+%26+Training+in+Autism+%26+Developmental+Disabilities%22">Education & Training in Autism & Developmental Disabilities</searchLink>. Mar2022, Vol. 57 Issue 1, p16-30. 15p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Online+education%22">Online education</searchLink><br />*<searchLink fieldCode="DE" term="%22COVID-19+pandemic%22">COVID-19 pandemic</searchLink><br />*<searchLink fieldCode="DE" term="%22Mathematics+students%22">Mathematics students</searchLink><br />*<searchLink fieldCode="DE" term="%22Students+with+disabilities%22">Students with disabilities</searchLink><br />*<searchLink fieldCode="DE" term="%22Developmental+disabilities%22">Developmental disabilities</searchLink><br />*<searchLink fieldCode="DE" term="%22Special+education+teachers%22">Special education teachers</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: The global Covid-19 pandemic forced teachers to support students online in multiple academic subjects, including mathematics, including students with disabilities and those at-risk. And yet, to date, limited research exists examining teaching mathematics to students with disabilities online. The current study explored the use of the virtual-representational-abstract (VRA) instructional sequence paired with the system of least prompts (SLP) to support three elementary students with either a developmental disability or at-risk in mathematics to solve division with remainder problems. All three students learned to solve the targeted division with remainder problems with at least 75% accuracy and 85% independence across virtual, representational, and abstract sessions. Further, all three students maintained their accuracy for up to two weeks following the completion of intervention. The study holds implications for virtual manipulative-based instructional sequences, which to date focused on secondary students, and for teaching mathematics to students with disabilities online. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Education & Training in Autism & Developmental Disabilities is the property of Council for Exceptional Children, Division on Autism & Developmental Disabilities and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=159586746 |
| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1177/215416472205700103 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 15 StartPage: 16 Subjects: – SubjectFull: Online education Type: general – SubjectFull: COVID-19 pandemic Type: general – SubjectFull: Mathematics students Type: general – SubjectFull: Students with disabilities Type: general – SubjectFull: Developmental disabilities Type: general – SubjectFull: Special education teachers Type: general Titles: – TitleFull: Teaching Division Online to Students via a Virtual Manipulative Instructional Sequence. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Bouck, Emily – PersonEntity: Name: NameFull: Long, Holly – PersonEntity: Name: NameFull: Jakubow, Larissa IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 03 Text: Mar2022 Type: published Y: 2022 Identifiers: – Type: issn-print Value: 21541647 Numbering: – Type: volume Value: 57 – Type: issue Value: 1 Titles: – TitleFull: Education & Training in Autism & Developmental Disabilities Type: main |
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