The Virtual-Representational-Abstract Framework to Support Students With Disabilities in Mathematics

被引：15

作者：

Bouck, Emily C. ^{[1
]}

Sprick, Jessica ^{[2
]}

机构：

[1] Michigan State Univ, 620 Farm Lane, E Lansing, MI 48824 USA

[2] Safe & Civil Sch, Eugene, OR USA

来源：

INTERVENTION IN SCHOOL AND CLINIC | 2019年 / 54卷 / 03期

关键词：

mathematics; disabilities; technology; instruction; intervention; academic; content area; APP-BASED MANIPULATIVES; CONCRETE; SUBTRACTION; INSTRUCTION; EDUCATION;

D O I：

10.1177/1053451218767911

中图分类号：

G76 [特殊教育];

学科分类号：

040109 ;

摘要：

The virtual-representational-abstract (VRA) framework adapts an evidence-based practice, the concrete-representational-abstract (CRA) framework, while trying to meet students and teachers where they are in terms of technology interest and use in education. This article discusses the VRA framework and the advantages of virtual manipulatives, and explains how a teacher can implement the VRA framework. Although more research is needed on the VRA framework, the VRA provides teachers an option as an instructional practice or intervention to support students struggling in mathematics.

引用

页码：173 / 180

页数：8

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