Using a Virtual-Representational-Abstract Integrated Framework to Teach Multiplicative Problem Solving to Middle School
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ORIGINAL PAPER
Using a Virtual‑Representational‑Abstract Integrated Framework to Teach Multiplicative Problem Solving to Middle School Students with Developmental Disabilities Jenny R. Root1,3 · Sarah K. Cox1 · Deidre Gilley2 · Taryn Wade1
© Springer Science+Business Media, LLC, part of Springer Nature 2020
Abstract Effective instructional strategies to improve mathematical problem solving skills are critically important to student success in both school-based and real-world mathematics tasks. This study reports effects of a Virtual-Representational-Abstract Integrated framework on the mathematical problem solving skills of three middle school students with developmental disabilities (autism spectrum disorder and intellectual disability). All participants improved in their problem solving accuracy when solving multiplicative comparison word problems using realistic double and triple multipliers. Additionally, all participants maintained their mathematical problem solving accuracy after visual supports (graphic organizer) were removed. Detailed findings and implications for future research and practitioners are discussed. Keywords Autism · Intellectual disability · Mathematics · Problem solving Multiplication and multiplicative reasoning are critical to success in mathematics. Without conceptual and procedural understanding of multiplication, students will have a ceiling placed on their mathematics achievement and will be unlikely to use mathematics in their everyday lives. Yet, multiplication is a difficult skill for learners with developmental disabilities for a variety of reasons, including lack of instruction. Special education teachers participating in a national survey reported feeling less prepared to teach * Jenny R. Root [email protected] Sarah K. Cox [email protected] Deidre Gilley [email protected] Taryn Wade [email protected] 1
School of Teacher Education, Florida State University, 1114 W. Call St, Tallahassee, FL 32306, USA
2
Powell High School, 2136 W. Emory Road, Powell, TN 37849, USA
3
School of Teacher Education, College of Education, Florida State University, Florida State University, 2209H Stone, 1114 W. Call St, Tallahassee, FL 32306, USA
mathematics to learners with ASD than reading/language arts (Knight et al. 2018). Further, special education teachers report feeling unprepared to teach mathematics skills aligned with upper elementary and middle grades math standards to learners with autism spectrum disorder (ASD) and/or intellectual disability (ID; Lee et al. 2016). Some students with developmental disabilities, such as those with ASD and/or ID who take their state’s alternate assessment aligned with alternate achievement standards (AA-AAS), will likely require intensive instruction to acquire this critical skill (Spooner et al. 2019). In reality, practitioners have little research-based guidance to prepare them to teach advanced math skills. In a seminal review of the literature aimed at identifying evidence-based practices for teaching mathematics to students with moderat
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