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The Effects of Virtual-Representational-Abstract Instructional Sequence on Math Learning for a Student with Intellectual Disability

  • Journal of Special Education: Theory and Practice
  • Abbr : JSPED
  • 2024, 25(1), pp.65-95
  • Publisher : Research Institute of the Korea Special Education
  • Research Area : Social Science > Education
  • Received : February 7, 2024
  • Accepted : March 7, 2024
  • Published : March 31, 2024

BAO YUE 1 Jung, Da-I 2 Son, Seung-Hyun 1

1고려대학교 교육학과
2고려대학교

Accredited

ABSTRACT

[Purpose] Mathematics proficiency holds significant importance in the academic development of children with intellectual disabilities, while also playing a crucial role in a high quality of life. However, many students with intellectual disabilities have difficulty understanding abstract mathematical concepts and skills. Due to the special and individualized learning needs of these children, interventions that are highly adaptive and customized are essential. Therefore, this study was conducted to prove the effectiveness of the Virtual-Representational-Abstract(VRA) instructional sequence in facilitating mathematics learning for one elementary school student with an intellectual disability. [Method] The experiment had a was multiple probe across behaviors design focused on three math learning areas based on the participant’s individual needs: place value, addition, and subtraction. The teacher that provided the intervention was the special education teacher at the student’s school. The teacher conducted baseline, intervention, maintenance sessions with the student for 10 weeks, on a one-on-one basis, in a special class. As the independent variable, the VRA instructional sequence was conducted during three phases while using the app “Number Pieces”, while drawing and while not using any tools. The researcher performed visual analysis for each math learning area, and calculated Tau-U values and PND. [Results] As a result of the study, it was found that intervention improved accuracy in all behaviors. The effect size of intervention and maintenance was very large at 1.00 for all behaviors. The researchers found a functional relation between the intervention package and the student’s math accuracy. [Conclusion] The Virtual- RepresentationalAbstract instructional sequence had a significant positive effect on math learning for a student with intellectual disability

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