NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1159688
Record Type: Journal
Publication Date: 2017-Dec
Pages: 12
Abstractor: As Provided
ISSN: ISSN-0162-6434
Teaching Equivalent Fractions to Secondary Students with Disabilities via the Virtual-Representational-Abstract Instructional Sequence
Bouck, Emily C.; Bassette, Laura; Shurr, Jordan; Park, Jiyoon; Kerr, Jackie; Whorley, Abbie
Journal of Special Education Technology, v32 n4 p220-231 Dec 2017
Fractions are an important mathematical concept; however, fractions are also a struggle for many students with disabilities. This study explored a new framework adapted from the evidence-based concrete-representational-abstract framework: the virtual-representational-abstract (VRA) framework. The VRA framework involves teaching students to solve mathematical problems with virtual manipulative, then representations or drawings, and finally abstractly. A multiple probe across-students single-case design was used to investigate the effectiveness of the VRA framework for finding equivalent fractions for three middle-school students with disabilities. A functional relation was found between the VRA framework and students' ability to solve equivalent fractions. Implications related to the use of the VRA framework as a mathematics intervention for secondary students with disabilities as well as directions for future research are discussed.
SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Assessments and Surveys: Wechsler Intelligence Scale for Children
Grant or Contract Numbers: N/A