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@article{ART002630101},
author={Noh So On},
title={The Effect of Number Sense Instruction Using Visual Representation on Basic Addition and Subtraction Performance of Students with Intellectual Disabilities},
journal={Journal of Special Education: Theory and Practice},
issn={1598-060X},
year={2020},
volume={21},
number={3},
pages={49-70},
doi={10.19049/JSPED.2020.21.3.03}

TY - JOUR
AU - Noh So On
TI - The Effect of Number Sense Instruction Using Visual Representation on Basic Addition and Subtraction Performance of Students with Intellectual Disabilities
JO - Journal of Special Education: Theory and Practice
PY - 2020
VL - 21
IS - 3
PB - Research Institute of the Korea Special Education
SP - 49
EP - 70
SN - 1598-060X
AB - [Purpose] This study seeks to improve the basic addition and subtraction performance of intellectually disabled students who have difficulty associating the relationship between numbers and quantities. The purpose of this study is to examine the impact of number sense instruction using visual representation on the basic addition and subtraction performance of intellectual disability. [Method] For this purpose, three intellectually disabled students attending G Elementary School's special classes were designed to have the multi-probe across subjects design among those singel subject research. [Results] The results of the research are as follows. First, Instruction number sense, using visual representation, improved the basic addition ability of elementary school students with intellectual disabilities. The visual representation of the addition is the 10 frame and the domino pattern. These visual representations embodied the abstraction of numbers, there by strengthening the link between numbers and quantities to elementary school students with intellectual disabilities, which had a positive effect on the achievement of addition. Second, Instruction number sense, using visual representation, improved the basic subtraction ability of elementary school students with intellectual disabilities. The activity of visualizing subtraction by utilizing the 10 frame and domino patterns seems to have had a positive effect on the achievement of subtraction for students with intellectual disabilities by enhancing the conceptual understanding of subtraction and giving visual representation to elementary school students with intellectual disabilities. [Conclusion] Students with intellectual disabilities generally experience difficulties in achieving subtraction and addition due to the difficulty of abstraction about numbers. However, by utilizing visual representations of numbers, the achievement of basic addition and subtraction could be improved through the inmate activities to develop the meaning of numbers and explore the relationship between numbers. The results of these studies indicate that number sense Instruction, who utilize visual representations for elementary school students with intellectual disabilities, can be used as an effective teaching method. We look forward to continuing more active research on effective addition and subtraction guidance for students with intellectual disabilities by providing basic data for future follow-up studies.
KW - Intellectual disability;Visual representation;Number sense;Basic addition;Basic subtraction
DO - 10.19049/JSPED.2020.21.3.03
ER -

Noh So On. (2020). The Effect of Number Sense Instruction Using Visual Representation on Basic Addition and Subtraction Performance of Students with Intellectual Disabilities. Journal of Special Education: Theory and Practice, 21(3), 49-70.

Noh So On. 2020, "The Effect of Number Sense Instruction Using Visual Representation on Basic Addition and Subtraction Performance of Students with Intellectual Disabilities", Journal of Special Education: Theory and Practice, vol.21, no.3 pp.49-70. Available from: doi:10.19049/JSPED.2020.21.3.03

Noh So On "The Effect of Number Sense Instruction Using Visual Representation on Basic Addition and Subtraction Performance of Students with Intellectual Disabilities" Journal of Special Education: Theory and Practice 21.3 pp.49-70 (2020) : 49.

Noh So On. The Effect of Number Sense Instruction Using Visual Representation on Basic Addition and Subtraction Performance of Students with Intellectual Disabilities. 2020; 21(3), 49-70. Available from: doi:10.19049/JSPED.2020.21.3.03

Noh So On. "The Effect of Number Sense Instruction Using Visual Representation on Basic Addition and Subtraction Performance of Students with Intellectual Disabilities" Journal of Special Education: Theory and Practice 21, no.3 (2020) : 49-70.doi: 10.19049/JSPED.2020.21.3.03

Noh So On. The Effect of Number Sense Instruction Using Visual Representation on Basic Addition and Subtraction Performance of Students with Intellectual Disabilities. Journal of Special Education: Theory and Practice, 21(3), 49-70. doi: 10.19049/JSPED.2020.21.3.03

Noh So On. The Effect of Number Sense Instruction Using Visual Representation on Basic Addition and Subtraction Performance of Students with Intellectual Disabilities. Journal of Special Education: Theory and Practice. 2020; 21(3) 49-70. doi: 10.19049/JSPED.2020.21.3.03

Noh So On. The Effect of Number Sense Instruction Using Visual Representation on Basic Addition and Subtraction Performance of Students with Intellectual Disabilities. 2020; 21(3), 49-70. Available from: doi:10.19049/JSPED.2020.21.3.03

Noh So On. "The Effect of Number Sense Instruction Using Visual Representation on Basic Addition and Subtraction Performance of Students with Intellectual Disabilities" Journal of Special Education: Theory and Practice 21, no.3 (2020) : 49-70.doi: 10.19049/JSPED.2020.21.3.03