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

Publication date: November 2017
Source:Research in Developmental Disabilities, Volume 70
Author(s): Emily C. Bouck, Jiyoon Park, Jessica Sprick, Jordan Shurr, Laura Bassette, Abbie Whorley
Background/aims/methodsLimited 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/outcomesThe 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/conclusionsThe 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.ImplicationsThe 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.



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