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

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This study shows a Virtual-Representational-Abstract framework improved math problem-solving skills for middle schoolers with developmental disabilities. Students maintained accuracy even after visual aids were removed.

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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.