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Using a Virtual Manipulative Intervention Package to Support Maintenance in Teaching Subtraction with Regrouping to

Jiyoon Park1, Emily C Bouck2, John P Smith2

  • 1Department of Counseling, Educational Psychology, and Special Education, Michigan State University, 620 Farm Lane, East Lansing, MI, 48824, USA. parkjiy4@msu.edu.

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Summary

This study shows that the Visual Reinforcement Audiometry (VRA) instructional sequence effectively teaches subtraction with regrouping to students with developmental disabilities. Skills were maintained for up to six weeks post-intervention.

Keywords:
Developmental disabilitiesMaintenanceMathematicsVirtual manipulatives

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Area of Science:

  • Special Education
  • Developmental Disabilities
  • Mathematics Education

Background:

  • Maintaining basic mathematical skills is crucial for independent living among students with disabilities.
  • Students with developmental disabilities often require targeted interventions to retain essential academic abilities.
  • Subtraction with regrouping is a fundamental math skill with practical daily life applications.

Purpose of the Study:

  • To evaluate the effectiveness of the Visual Reinforcement Audiometry (VRA) instructional sequence with fading support.
  • To determine if this VRA method can teach subtraction with regrouping to students with developmental disabilities.
  • To assess the skill maintenance of subtraction with regrouping after the intervention.

Main Methods:

  • A multiple probe across participants design was employed.
  • The intervention involved the VRA instructional sequence with gradually fading support.
  • The study included four students diagnosed with developmental disabilities.

Main Results:

  • A functional relation was established between the VRA instructional sequence and improved accuracy in solving subtraction problems.
  • Students demonstrated significant improvement in their ability to perform subtraction with regrouping.
  • The acquired mathematical skills were maintained by the students for up to six weeks following the intervention.

Conclusions:

  • The VRA instructional sequence with fading support is an effective intervention for teaching subtraction with regrouping to students with developmental disabilities.
  • This method promotes not only acquisition but also long-term maintenance of critical mathematical skills.
  • The findings support the use of VRA in special education to enhance functional math abilities for independent living.