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Exploring the Virtual-Representational-Abstract Instructional Sequence Across the Learning Stages for Struggling
Emily Bouck1, Holly Long1, Yukyung Bae1
1Michigan State University, East Lansing, USA.
Behavior Modification
|November 16, 2022
Summary
Virtual manipulatives, specifically the virtual-representational-abstract (VRA) sequence, improved math accuracy for struggling students. While fluency and generalization showed limited gains, students did maintain their learning.
Area of Science:
- Mathematics Education
- Educational Technology
- Special Education
Background:
- Virtual manipulatives offer an alternative to concrete tools in math education.
- Research often overlooks at-risk or struggling students, focusing on acquisition rather than all four learning stages (acquisition, fluency, maintenance, generalization).
Purpose of the Study:
- To investigate the virtual-representational-abstract (VRA) instructional sequence across four learning stages.
- To examine the effectiveness of VRA for elementary students struggling with mathematics.
Main Methods:
- A single-case design study was employed.
- The VRA instructional sequence was delivered online using explicit instruction.
- The study included three elementary students identified as struggling in mathematics.
Main Results:
- A functional relationship was found between the VRA sequence and improved students' computational accuracy.
- Limited influence was observed on fluency rate and generalization to word problems.
- Students demonstrated maintenance of learned skills.
Conclusions:
- The VRA instructional sequence, delivered via explicit online instruction, is effective for improving computational accuracy in struggling math students.
- While maintenance was observed, further research is needed to enhance fluency and generalization within the VRA framework.
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