Using a Virtual-Representational-Abstract Integrated Framework to Teach Multiplicative Problem Solving to Middle...

Area of Science:

• Special Education
• Developmental Disabilities
• Mathematics Education

Background:

• Effective math problem-solving strategies are crucial for academic and real-world success.
• Students with developmental disabilities, including autism spectrum disorder (ASD) and intellectual disability (ID), often require specialized instructional approaches.
• Previous research highlights the need for integrated frameworks that bridge concrete and abstract mathematical concepts.

Purpose of the Study:

• To investigate the impact of a Virtual-Representational-Abstract (VRA) Integrated framework on mathematical problem-solving skills.
• To assess the effectiveness of the VRA framework for middle school students with developmental disabilities.
• To determine if mathematical problem-solving skills are maintained after the removal of visual supports.

Main Methods:

• A case study design was employed involving three middle school students with developmental disabilities (ASD and ID).
• Participants were taught using the VRA Integrated framework to solve multiplicative comparison word problems.
• Data collection included pre- and post-intervention assessments of problem-solving accuracy, with and without visual supports.

Main Results:

• All participants demonstrated significant improvement in mathematical problem-solving accuracy when using the VRA framework.
• Students successfully solved word problems involving complex multipliers (double and triple).
• Problem-solving accuracy was maintained after the removal of visual supports (graphic organizers), indicating skill generalization.

Conclusions:

• The VRA Integrated framework is an effective instructional strategy for enhancing mathematical problem-solving skills in students with developmental disabilities.
• The findings suggest that students can generalize learned skills, even when scaffolding is removed.
• Implications support the use of integrated, multi-modal approaches in special education for mathematics instruction.