Teaching Students to Solve Subtraction Problems Online via the Virtual-Representational-Abstract Instructional Sequence

Abstract

ABSTRACT Research exists on mathematical interventions to support elementary students experiencing mathematical difficulties, yet little examines the provision of such interventions within an online learning environment. This study explored the online delivery of the virtual-representational-abstract (VRA) instructional sequence, taught via explicit instruction, coupled with the system of least prompts (SLP) to three elementary students with mathematics difficulties. From this single case design study, researchers determined the VRA instructional sequence with the SLP was effective for three elementary students with mathematical difficulties in terms of accuracy in solving double-digit subtraction with regrouping problems. Further, the students were relatively independent in solving the problems. The results of this study hold implications for the online delivery of effective mathematical interventions to struggling elementary students.