Using the Virtual-Abstract Instructional Sequence to Support Acquisition of Algebra

2019 ◽  
Vol 34 (4) ◽  
pp. 253-268 ◽  
Author(s):  
Emily C. Bouck ◽  
Jiyoon Park ◽  
Rajiv Satsangi ◽  
Katie Cwiakala ◽  
Kennedy Levy
Keyword(s):  
Students With Disabilities ◽  
Single Case ◽  
Single Case Design ◽  
School Students ◽  
Mathematical Concepts ◽  
Learning Mathematics ◽  
One Step ◽  
And Algebra ◽  
Strategies Instruction ◽  
Multiple Probe

Although often considered a more advanced area of mathematics, principles of algebra are taught throughout different mathematical concepts, and algebra is often considered gateway mathematical knowledge for more advanced mathematical concepts. For this reason, attention is needed toward making algebraic instruction more accessible to all types of learners, including students with disabilities who often struggle learning mathematics. Using a multiple probe across behaviors replicated across participants single-case design, this study examined whether an intervention sequence consisting of a virtual manipulative and then abstract (i.e., numerical strategies) instruction could support the acquisition of three algebraic behaviors (i.e., one-step division, two-step addition, two-step subtraction, and/or three-step addition) for four middle school students with disabilities. All four students acquired each of the linear algebra behaviors but struggled to maintain their learning once instruction was not provided prior to performance. These findings and their implications are discussed further.

Virtual Manipulative-Based Intervention Package to Teach Multiplication and Division to Secondary Students With Developmental Disabilities

2020 ◽  
Vol 35 (4) ◽  
pp. 195-207
Author(s):  
Emily C. Bouck ◽  
Jordan Shurr ◽  
Jiyoon Park
Keyword(s):  
Developmental Disabilities ◽  
Secondary Students ◽  
Single Case ◽  
Virtual Manipulatives ◽  
Instructional Sequence ◽  
Intervention Package ◽  
School Students ◽  
Mathematical Concepts ◽  
System Of Least Prompts ◽  
Multiple Probe

Mathematics instruction for students with intellectual disabilities and autism is important. However, it is imperative for researchers and practitioners to focus on the maintenance of mathematical concepts and not just acquisition for these students. Through a single-case multiple probe across participants study, researchers explored an intervention package consisting of a manipulative-based instructional sequence involving virtual manipulatives and then representations (i.e., drawings; referred to as the virtual-representational instructional sequence), explicit instruction, the system of least prompts, overlearning, and support fading to support students with intellectual disability and autism to acquire and maintain multiplication or division skills. The three middle school students who completed the entire intervention acquired and maintained their targeted mathematics skill—in multiplication or division. The results have implications for use of intervention packages to teach foundational mathematics skills to students with developmental disabilities.

Using the VA Framework to Teach Algebra to Middle School Students With High-Incidence Disabilities

2021 ◽  
pp. 016264342110193
Author(s):  
Erin K. Bone ◽  
Emily C. Bouck ◽  
John P. Smith
Keyword(s):  
Students With Disabilities ◽  
Functional Relation ◽  
Virtual Manipulatives ◽  
School Students ◽  
Negative Numbers ◽  
High Incidence ◽  
One Step ◽  
High Incidence Disabilities ◽  
Multiple Probe ◽  
Support Students

Algebra is considered by many to be a gateway to higher-level mathematics and eventual economic success yet students with and without disabilities often struggle to develop algebra skills. This study builds on the limited understanding of how virtual manipulatives support students with disabilities in the area of algebra by investigating their use within the virtual-abstract (VA) framework. Using a multiple probe across behaviors, replicated across participant design, researchers found a functional relation between the VA framework and student algebraic learning. Mathematical behaviors based on grade-level curriculum included: one-step equations with positive and negative numbers, two-step equations with positive numbers, and two-step equations with positive and negative numbers. All three seventh-grade students with high-incidence disabilities improved their performance on each of the three algebra behaviors during intervention, and all participants maintained their accuracy after intervention, as compared to baseline to maintenance. Detailed results and their implications for practice are discussed further.

PENINGKATAN KEMAMPUAN PEMAHAMAN KONSEP MATEMATIKA SISWA DENGAN PENERAPAN MEDIA KARTU PERMAINAN BILANGAN DI SDIT DELI INSANI TANJUNG MORAWA

2019 ◽  
Vol 8 (2) ◽  
Author(s):  
Dwi Novita Sari ◽  
Putri Juwita
Keyword(s):  
Elementary School Students ◽  
Fifth Grade ◽  
School Students ◽  
Mathematical Concepts ◽  
Class V ◽  
Fifth Grade Students ◽  
Learning Mathematics ◽  
Comprehension Ability ◽  
The Subject ◽  
Number Game

This study aims to improve the results of learning mathematics of elementary school students SDIT Deli Insani of class V on the subject matter of fractions by using number playing card media. The from of this study is classroom action research conducted in 2 cycles, using number playing cards at SDIT Deli Insani in class V Tanjung Morawa. The subjects of this study were the fifth grade students of SDIT Deli Insani, amounting to 30 students. This action was carried out in April 2018. Methods of collecting data using observation and documentation. The data analysis used is quantitative and qualitative analysis. The results of the study showed an increase in students' ability to understand concepts from the first cycle and second cycle. Percentage of increase in pre-action results, cycle I and cycle II students' concept comprehension ability that is 13.04% for indicators identifying number forms using number game cards (dominoes) and indicators solving problems in fractional form operations using dominoes 27.26%. the success indicator in cycle II reaches 80%. Thus the application of number game cards can improve students' understanding of mathematical concepts at SDIT Deli Insani in Class V.

Developing Number Sense on the Number Line

2001 ◽  
Vol 6 (8) ◽  
pp. 448-451
Author(s):  
Jennifer M. Bay
Keyword(s):  
Middle School ◽  
Middle School Students ◽  
Young Children ◽  
Conceptual Understanding ◽  
Rational Numbers ◽  
Number Line ◽  
School Students ◽  
Large Numbers ◽  
Learning Mathematics ◽  
And Algebra

One of the most important lessons that I have learned as a teacher is that seemingly boring problems on paper can come alive if I can find a way to lift them off the page. This transformation took place when the number line in my classroom became a brightly colored rope that stretched the length of the room, held by a student at each end. I first saw this idea as an approach to help young children order numbers from 1 to 10, then adapted it for middle school students. The scope of the activity eventually expanded to include explorations of large numbers, rational numbers, and algebra. As I saw improvement in students' conceptual understanding and their enjoyment of the life-sized number line, I used it more often in my classroom. I also found that the activities with the number line involved communication, reasoning, and justification— important processes in learning mathematics (NCTM 1989, 2000).

Video-Based Instruction to Promote Employment-Related Social Behaviors for High School Students With Intellectual Disability

Inclusion ◽  
2018 ◽  
Vol 6 (3) ◽  
pp. 175-193 ◽  
Author(s):  
Carly B. Gilson ◽  
Erik W. Carter
Keyword(s):  
High School ◽  
High School Students ◽  
Intellectual Disability ◽  
Single Case ◽  
Self Regulation ◽  
School Setting ◽  
Social Behaviors ◽  
School Students ◽  
Based Instruction ◽  
Multiple Probe

Abstract The disappointing employment outcomes of students with intellectual disability (ID) can often be exacerbated by the social-related challenges they experience. Within high school transition programs, interventions targeting employment-related social behaviors and inclusive practices should emphasize individualization, self-regulation, and generalization. We used a multiple-probe-across-participants, single-case experimental design to examine the effects of video-based instruction on the individualized employment-related social behaviors (ERSB) of 5 high school students with ID with severe levels of impairment. For all participants, the intervention increased ERSB, sustained task engagement in the school setting, and maintained over time. Students and educators considered the intervention beneficial and enjoyable. We offer implications for supporting social skills development within secondary schools to prepare students for future inclusive employment opportunities.

Bug-in-Ear eCoaching: Impacts on Novice Early Childhood Special Education Teachers

2017 ◽  
Vol 40 (1) ◽  
pp. 87-103 ◽  
Author(s):  
Christan Grygas Coogle ◽  
Jennifer R. Ottley ◽  
Naomi L. Rahn ◽  
Sloan Storie
Keyword(s):  
Special Education ◽  
Early Childhood ◽  
Special Education Teachers ◽  
Single Case ◽  
Communication Strategies ◽  
Early Childhood Special Education ◽  
Single Case Design ◽  
Communication Difficulties ◽  
Multiple Probe ◽  
Case Design

A multiple-probe, single-case design was used to determine the effects of bug-in-ear eCoaching on teachers’ use of two targeted naturalistic communication strategies and focus children’s responses to these strategies. Results indicated that bug-in-ear eCoaching enhanced teachers’ use of communication strategies and the appropriate responses of children with communication difficulties. Moreover, novice teachers reported that bug-in-ear eCoaching was a socially valid intervention.

Mentoring to Promote Courage and Confidence Among Elementary School Students With Internalizing Problems: A Single-Case Design Pilot Study

2017 ◽  
Vol 33 (4) ◽  
pp. 261-287 ◽  
Author(s):  
Aria E. Fiat ◽  
Clayton R. Cook ◽  
Yanchen Zhang ◽  
Tyler L. Renshaw ◽  
Polocarpio DeCano ◽  
...  
Keyword(s):  
Elementary School ◽  
Pilot Study ◽  
Elementary School Students ◽  
Internalizing Problems ◽  
Single Case ◽  
Single Case Design ◽  
School Students ◽  
Case Design

scholarly journals Pengembangan Media Magic Geometry pada Materi Bangun Ruang Kelas IV Sekolah Dasar

2020 ◽  
Vol 3 (1) ◽  
pp. 77-88
Author(s):  
Mukti Sintawati ◽  
Mifta Rudiyanta ◽  
Muhammad Nuryanto
Keyword(s):  
Elementary School ◽  
Mathematics Learning ◽  
Field Testing ◽  
Student Response ◽  
Average Score ◽  
School Students ◽  
Mathematical Concepts ◽  
Learning Mathematics ◽  
Assessment Sheet ◽  
The Media

Learning mathematics in elementary school is expected to adjust to the cognitive development of students. Abstract mathematical concepts make students need help to understand them. This study aims to develop mathematics learning media geometry for 4th grade elementary school students. This development research uses the Borg & Gall research model which was carried out to the seventh stage, namely research and information collecting, planning, developing preliminary form a product, preliminary field testing, main product revision, main field testing, and operational product revision. Product trials were conducted at Ngablak Public Elementary School. Data collection instruments were using a questionnaire. The questionnaire used to assess the appropriateness of the media was an expert validation assessment sheet, while the teachers’ assessment sheet and students’ response questionnaire were used to determine the practicality of the product. The validation results from the experts obtained that the Magic Geometry media was declared very appropriate to be used in learning mathematics with an average score of 4.45. The results of the teacher practicality assessment were stated to be very practical with a score of 4.9 and the student’s response questionnaire received an average score of 4.2 with a practical category. The results of the student response questionnaire also showed that Magic Geometry made learning becomes more interesting and materials easier to understand.

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