Pub Date : 2022-01-02DOI: 10.1080/19477503.2021.2024721
T. Roberts, Cathrine Maiorca, Christa Jackson, Margaret J. Mohr-Schroeder
ABSTRACT Mathematics is foundational to integrated science, technology, engineering, and mathematics (STEM) education. Problem solving is central to integrated STEM and to the individual disciplines as evidenced by the practice standards of each discipline (e.g., Standards for Mathematical Practice, Science and Engineering Practices, and Technology and Engineering Practices). We situate integrated STEM as problem-solving practices by synthesizing practice standards from each discipline into four integrated STEM practices: (1) use critical and creative thinking to define and solve problems, (2) collaborate and use appropriate tools to engage in iterative problem solving, (3) communicate solutions to problems based on evidence and data, and (4) recognize and use structures in real-world systems. The integrated STEM practices are critical components of high-quality STEM learning experiences that allow students to apply discipline specific content to authentic problems. When each and every student is provided access and opportunity to high-quality integrated STEM learning experiences, they understand how mathematics is used in the real world and have more favorable views of mathematics. Mathematics education research could use the integrated STEM practices to rigorously investigate calls for greater access, equity, and opportunities in teaching and learning mathematics in integrated STEM contexts.
{"title":"Integrated STEM as Problem-Solving Practices","authors":"T. Roberts, Cathrine Maiorca, Christa Jackson, Margaret J. Mohr-Schroeder","doi":"10.1080/19477503.2021.2024721","DOIUrl":"https://doi.org/10.1080/19477503.2021.2024721","url":null,"abstract":"ABSTRACT Mathematics is foundational to integrated science, technology, engineering, and mathematics (STEM) education. Problem solving is central to integrated STEM and to the individual disciplines as evidenced by the practice standards of each discipline (e.g., Standards for Mathematical Practice, Science and Engineering Practices, and Technology and Engineering Practices). We situate integrated STEM as problem-solving practices by synthesizing practice standards from each discipline into four integrated STEM practices: (1) use critical and creative thinking to define and solve problems, (2) collaborate and use appropriate tools to engage in iterative problem solving, (3) communicate solutions to problems based on evidence and data, and (4) recognize and use structures in real-world systems. The integrated STEM practices are critical components of high-quality STEM learning experiences that allow students to apply discipline specific content to authentic problems. When each and every student is provided access and opportunity to high-quality integrated STEM learning experiences, they understand how mathematics is used in the real world and have more favorable views of mathematics. Mathematics education research could use the integrated STEM practices to rigorously investigate calls for greater access, equity, and opportunities in teaching and learning mathematics in integrated STEM contexts.","PeriodicalId":36817,"journal":{"name":"Investigations in Mathematics Learning","volume":"14 1","pages":"1 - 13"},"PeriodicalIF":0.0,"publicationDate":"2022-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41804205","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-01-02DOI: 10.1080/19477503.2021.2023967
M. Burton
ABSTRACT This study explores 17 elementary teacher candidates’ perceptions of teaching mathematics before, during, after participating in a Science, Technology, Engineering, and Mathematics (STEM) teaching and learning experience. Teacher candidates responded to their perceptions about teaching mathematics in STEM classrooms and elementary mathematics classrooms before and after experiences teaching in a summer STEM classroom. In addition, they completed weekly reflections about their teaching experiences and observations. Situational mapping analysis examined the data. Findings provide insight into how STEM teaching experiences can impact teacher candidates’ perceptions of STEM and impact their perceptions of teaching mathematics in general.
{"title":"STEM Teaching Experiences: Impacting Elementary Teacher Candidates’ Perceptions of Teaching Mathematics","authors":"M. Burton","doi":"10.1080/19477503.2021.2023967","DOIUrl":"https://doi.org/10.1080/19477503.2021.2023967","url":null,"abstract":"ABSTRACT This study explores 17 elementary teacher candidates’ perceptions of teaching mathematics before, during, after participating in a Science, Technology, Engineering, and Mathematics (STEM) teaching and learning experience. Teacher candidates responded to their perceptions about teaching mathematics in STEM classrooms and elementary mathematics classrooms before and after experiences teaching in a summer STEM classroom. In addition, they completed weekly reflections about their teaching experiences and observations. Situational mapping analysis examined the data. Findings provide insight into how STEM teaching experiences can impact teacher candidates’ perceptions of STEM and impact their perceptions of teaching mathematics in general.","PeriodicalId":36817,"journal":{"name":"Investigations in Mathematics Learning","volume":"14 1","pages":"14 - 27"},"PeriodicalIF":0.0,"publicationDate":"2022-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48338325","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-11-18DOI: 10.1080/19477503.2021.2001292
André R. Denham, Kristin E. Harbour, Stefanie A. Wind
ABSTRACT There is strong theoretical and empirical support for the use of digital games for learning. Despite their research support, digital games are not widely used in mathematics classrooms. One main contributor to this lack of adoption is the paucity of extant research on the extent to which mathematics teachers are using digital games, how teachers are using digital games in the mathematics classroom, and what barriers hinder their use of digital games. To begin answering these questions, the Digital Game Usage in the Mathematics Classroom Survey was developed. Pilot data were collected to evaluate the reliability and validity of the survey. The results of the pilot study are discussed along with recommendations for future research and survey instrument usage.
{"title":"Digital Games and the Teaching and Learning of Mathematics: A Survey Study","authors":"André R. Denham, Kristin E. Harbour, Stefanie A. Wind","doi":"10.1080/19477503.2021.2001292","DOIUrl":"https://doi.org/10.1080/19477503.2021.2001292","url":null,"abstract":"ABSTRACT There is strong theoretical and empirical support for the use of digital games for learning. Despite their research support, digital games are not widely used in mathematics classrooms. One main contributor to this lack of adoption is the paucity of extant research on the extent to which mathematics teachers are using digital games, how teachers are using digital games in the mathematics classroom, and what barriers hinder their use of digital games. To begin answering these questions, the Digital Game Usage in the Mathematics Classroom Survey was developed. Pilot data were collected to evaluate the reliability and validity of the survey. The results of the pilot study are discussed along with recommendations for future research and survey instrument usage.","PeriodicalId":36817,"journal":{"name":"Investigations in Mathematics Learning","volume":"14 1","pages":"87 - 100"},"PeriodicalIF":0.0,"publicationDate":"2021-11-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49507432","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-11-16DOI: 10.1080/19477503.2021.2000201
Kimberly A. Conner, Brooke Krejci
ABSTRACT We examined high school geometry students’ written work on four proof tasks where they posed a conjecture, drafted an argument, provided written critiques, then revised their argument based on peer feedback. Students’ written work across the tasks was analyzed to determine whether the instructional sequence supported them in improving their arguments and attending to key aspects of proof (justifications, generality, clarity, structure). Claim-level analysis for each of the key aspects revealed minor changes between students’ draft and revised arguments with results varying by task. That said, students attended to the key aspects of proof through the critiques they provided each other with most critiques, if appropriately addressed, having the potential to help improve the draft argument. Students’ reflections also showed this process helped them think about the clarity and level of detail in their arguments. Implications for this study include the benefits of providing proof tasks that offer fewer supports for students, alongside multi-faceted analysis of their written arguments, in terms of providing insights into students’ current understanding of proof.
{"title":"Developing Secondary Students’ Understanding of Proof through Constructing, Critiquing, and Revising Arguments","authors":"Kimberly A. Conner, Brooke Krejci","doi":"10.1080/19477503.2021.2000201","DOIUrl":"https://doi.org/10.1080/19477503.2021.2000201","url":null,"abstract":"ABSTRACT We examined high school geometry students’ written work on four proof tasks where they posed a conjecture, drafted an argument, provided written critiques, then revised their argument based on peer feedback. Students’ written work across the tasks was analyzed to determine whether the instructional sequence supported them in improving their arguments and attending to key aspects of proof (justifications, generality, clarity, structure). Claim-level analysis for each of the key aspects revealed minor changes between students’ draft and revised arguments with results varying by task. That said, students attended to the key aspects of proof through the critiques they provided each other with most critiques, if appropriately addressed, having the potential to help improve the draft argument. Students’ reflections also showed this process helped them think about the clarity and level of detail in their arguments. Implications for this study include the benefits of providing proof tasks that offer fewer supports for students, alongside multi-faceted analysis of their written arguments, in terms of providing insights into students’ current understanding of proof.","PeriodicalId":36817,"journal":{"name":"Investigations in Mathematics Learning","volume":"14 1","pages":"101 - 116"},"PeriodicalIF":0.0,"publicationDate":"2021-11-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42812617","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-10-02DOI: 10.1080/19477503.2021.1990659
Stephanie A. Casey, Taylor Harrison, R. Hudson
ABSTRACT This study focused on statistical investigation tasks designed by preservice teachers. Participants designed a statistical investigation task as a culminating summative assessment after completing modules on teaching and learning statistics. Our study examined the designed tasks to identify their strengths as well as areas of needed improvement. Strengths of the designed tasks include the use of large and multivariate datasets, continual connection to context, and the expectation that their students would engage In multiple parts of the statistical investigation cycle and use multiple data representations in a sophisticated way. Noted areas for improvement include issues related to the statistical content of the tasks such as taking a mathematical approach rather than a statistical approach, as well as pedagogical issues such as unclear questions or a focus on numerical computations. Implications regarding preparing preservice teachers to teach statistics are provided.
{"title":"Characteristics of Statistical Investigations Tasks Created by Preservice Teachers","authors":"Stephanie A. Casey, Taylor Harrison, R. Hudson","doi":"10.1080/19477503.2021.1990659","DOIUrl":"https://doi.org/10.1080/19477503.2021.1990659","url":null,"abstract":"ABSTRACT This study focused on statistical investigation tasks designed by preservice teachers. Participants designed a statistical investigation task as a culminating summative assessment after completing modules on teaching and learning statistics. Our study examined the designed tasks to identify their strengths as well as areas of needed improvement. Strengths of the designed tasks include the use of large and multivariate datasets, continual connection to context, and the expectation that their students would engage In multiple parts of the statistical investigation cycle and use multiple data representations in a sophisticated way. Noted areas for improvement include issues related to the statistical content of the tasks such as taking a mathematical approach rather than a statistical approach, as well as pedagogical issues such as unclear questions or a focus on numerical computations. Implications regarding preparing preservice teachers to teach statistics are provided.","PeriodicalId":36817,"journal":{"name":"Investigations in Mathematics Learning","volume":"13 1","pages":"303 - 322"},"PeriodicalIF":0.0,"publicationDate":"2021-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49391523","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-10-02DOI: 10.1080/19477503.2021.1985906
Emma K. Bullock, Amy Ray, J. Herron, M. Swarthout
ABSTRACT In this qualitative, grounded theory, pedagogical action research study, we, as mathematics teacher educators, sought to develop a conceptual framework in which we could help elementary pre-service teachers (PSTs) construct understanding of, and then fluently use, mathematics vocabulary essential to PSTs’ future work as elementary teachers. The resulting Guided Mathematics Vocabulary (GMaV) Conceptual Framework represents growth in our PSTs’ constructed knowledge of mathematics vocabulary as the intersection of our explicit mathematics vocabulary focus using contextualized problems embedded within guided notes as a scaffolding device. With the GMaV framework, we will then be able to conduct future inquiry into this conceptualization of our PSTs’ learning process to test our theoretical understanding of how our PSTs are understanding mathematics vocabulary.
{"title":"The GMaV Conceptual Framework: Constructing Elementary Pre-Service Teacher’s Mathematics Vocabulary Understanding through Contextualized Guided Notes","authors":"Emma K. Bullock, Amy Ray, J. Herron, M. Swarthout","doi":"10.1080/19477503.2021.1985906","DOIUrl":"https://doi.org/10.1080/19477503.2021.1985906","url":null,"abstract":"ABSTRACT In this qualitative, grounded theory, pedagogical action research study, we, as mathematics teacher educators, sought to develop a conceptual framework in which we could help elementary pre-service teachers (PSTs) construct understanding of, and then fluently use, mathematics vocabulary essential to PSTs’ future work as elementary teachers. The resulting Guided Mathematics Vocabulary (GMaV) Conceptual Framework represents growth in our PSTs’ constructed knowledge of mathematics vocabulary as the intersection of our explicit mathematics vocabulary focus using contextualized problems embedded within guided notes as a scaffolding device. With the GMaV framework, we will then be able to conduct future inquiry into this conceptualization of our PSTs’ learning process to test our theoretical understanding of how our PSTs are understanding mathematics vocabulary.","PeriodicalId":36817,"journal":{"name":"Investigations in Mathematics Learning","volume":"13 1","pages":"287 - 302"},"PeriodicalIF":0.0,"publicationDate":"2021-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49002255","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-10-02DOI: 10.1080/19477503.2021.1981742
Shannon W. Dingman, Dawn Teuscher, Travis A. Olson, L. Kasmer
ABSTRACT Mathematics teachers make a number of decisions that shape their lessons, which therein impact their students’ opportunity to learn mathematics. Past research has often focused on teachers, students and the mathematical content as key classroom elements that drive teachers’ decisions. In this article, we propose that a fourth element – the curriculum – along with teachers’ curricular reasoning also hold considerable influence on teachers’ decisions. Using data collected from middle grades teachers’ curricular decisions, we share the Instructional Pyramid model for Curricular Reasoning to organize the interactions among these four key classroom elements and to delineate aspects of curricular reasoning. This model serves as a multi-dimensional framework to make sense of teachers’ curricular decisions.
{"title":"Conceptualizing Curricular Reasoning: A Framework for Examining Mathematics Teachers’ Curricular Decisions","authors":"Shannon W. Dingman, Dawn Teuscher, Travis A. Olson, L. Kasmer","doi":"10.1080/19477503.2021.1981742","DOIUrl":"https://doi.org/10.1080/19477503.2021.1981742","url":null,"abstract":"ABSTRACT Mathematics teachers make a number of decisions that shape their lessons, which therein impact their students’ opportunity to learn mathematics. Past research has often focused on teachers, students and the mathematical content as key classroom elements that drive teachers’ decisions. In this article, we propose that a fourth element – the curriculum – along with teachers’ curricular reasoning also hold considerable influence on teachers’ decisions. Using data collected from middle grades teachers’ curricular decisions, we share the Instructional Pyramid model for Curricular Reasoning to organize the interactions among these four key classroom elements and to delineate aspects of curricular reasoning. This model serves as a multi-dimensional framework to make sense of teachers’ curricular decisions.","PeriodicalId":36817,"journal":{"name":"Investigations in Mathematics Learning","volume":"13 1","pages":"267 - 286"},"PeriodicalIF":0.0,"publicationDate":"2021-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47852359","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-10-02DOI: 10.1080/19477503.2021.1982586
Terhi Vessonen, Airi Hakkarainen, Eija Väisänen, A. Laine, Pirjo Aunio, Joseph Calvin Gagnon
ABSTRACT Fraction knowledge has been found to predict later mathematical performance, but many students have difficulty with fractions. Virtual manipulatives (VM) and concrete manipulatives (CM) are effective approaches to teaching fractions, but previous research has not been able to reach a consensus on which manipulatives are the most effective. This quasi-experimental study employed a pre- and posttest design to investigate the differential effects of VM and CM in a fraction intervention on students’ fraction skills. In addition to fraction skills, students’ arithmetic fluency was measured. Fidelity of intervention, social validity, and time-efficiency of the manipulatives were also investigated. Fourth- and fifth-grade participants (N= 115) from Southern Finland were assigned to VM and CM intervention groups. The intervention was implemented during six 45-minute lessons over 2 weeks. Results revealed that the CM group outperformed the VM group in fraction skills, which suggests that CM should be favored in fraction interventions.
{"title":"Differential Effects of Virtual and Concrete Manipulatives in a Fraction Intervention on Fourth and Fifth Grade Students’ Fraction Skills","authors":"Terhi Vessonen, Airi Hakkarainen, Eija Väisänen, A. Laine, Pirjo Aunio, Joseph Calvin Gagnon","doi":"10.1080/19477503.2021.1982586","DOIUrl":"https://doi.org/10.1080/19477503.2021.1982586","url":null,"abstract":"ABSTRACT Fraction knowledge has been found to predict later mathematical performance, but many students have difficulty with fractions. Virtual manipulatives (VM) and concrete manipulatives (CM) are effective approaches to teaching fractions, but previous research has not been able to reach a consensus on which manipulatives are the most effective. This quasi-experimental study employed a pre- and posttest design to investigate the differential effects of VM and CM in a fraction intervention on students’ fraction skills. In addition to fraction skills, students’ arithmetic fluency was measured. Fidelity of intervention, social validity, and time-efficiency of the manipulatives were also investigated. Fourth- and fifth-grade participants (N= 115) from Southern Finland were assigned to VM and CM intervention groups. The intervention was implemented during six 45-minute lessons over 2 weeks. Results revealed that the CM group outperformed the VM group in fraction skills, which suggests that CM should be favored in fraction interventions.","PeriodicalId":36817,"journal":{"name":"Investigations in Mathematics Learning","volume":"13 1","pages":"323 - 337"},"PeriodicalIF":0.0,"publicationDate":"2021-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43566096","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-10-02DOI: 10.1080/19477503.2021.1989188
Randall E. Groth, D. Follmer
ABSTRACT As lesson study becomes more prevalent, there is a need to continuously develop theoretical and methodological infrastructure to support and refine its use. In this article, we present a critical methodological analysis of the challenges and benefits of using Toulmin’s argumentation model in mathematics education to assess the debriefing phase of lesson study. During debriefing sessions, teachers offer arguments about how to improve teaching that are grounded in observations of students’ learning. Toulmin’s model provides a means to analyze the structure of such arguments. Using an empirical example, we illustrate challenges of using the model, such as determining appropriate grain sizes for data and claims, evaluating qualifiers, recognizing multiple categories of backing, identifying implicit warrants, and deciding between the individual or the group as a unit of analysis. We also discuss benefits such as being able to systematically compare mathematics teachers’ pedagogical arguments against one another, assess attainment of debriefing session goals, and characterize group discursive dynamics. Despite the challenges of using the Toulmin model, we conclude that it provides a useful framework for systematic analysis of lesson study debriefing sessions. The present article can help researchers anticipate and address challenges of conducting Toulmin-based qualitative analyses of debriefing session discourse.
{"title":"Challenges and Benefits of Using Toulmin’s Argumentation Model to Assess Mathematics Lesson Study Debriefing Sessions","authors":"Randall E. Groth, D. Follmer","doi":"10.1080/19477503.2021.1989188","DOIUrl":"https://doi.org/10.1080/19477503.2021.1989188","url":null,"abstract":"ABSTRACT As lesson study becomes more prevalent, there is a need to continuously develop theoretical and methodological infrastructure to support and refine its use. In this article, we present a critical methodological analysis of the challenges and benefits of using Toulmin’s argumentation model in mathematics education to assess the debriefing phase of lesson study. During debriefing sessions, teachers offer arguments about how to improve teaching that are grounded in observations of students’ learning. Toulmin’s model provides a means to analyze the structure of such arguments. Using an empirical example, we illustrate challenges of using the model, such as determining appropriate grain sizes for data and claims, evaluating qualifiers, recognizing multiple categories of backing, identifying implicit warrants, and deciding between the individual or the group as a unit of analysis. We also discuss benefits such as being able to systematically compare mathematics teachers’ pedagogical arguments against one another, assess attainment of debriefing session goals, and characterize group discursive dynamics. Despite the challenges of using the Toulmin model, we conclude that it provides a useful framework for systematic analysis of lesson study debriefing sessions. The present article can help researchers anticipate and address challenges of conducting Toulmin-based qualitative analyses of debriefing session discourse.","PeriodicalId":36817,"journal":{"name":"Investigations in Mathematics Learning","volume":"13 1","pages":"338 - 353"},"PeriodicalIF":0.0,"publicationDate":"2021-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46634623","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-07-03DOI: 10.1080/19477503.2021.1963157
Emily C. Bouck, Holly M. Long, Larissa Jakubow
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.
{"title":"Teaching Students to Solve Subtraction Problems Online via the Virtual-Representational-Abstract Instructional Sequence","authors":"Emily C. Bouck, Holly M. Long, Larissa Jakubow","doi":"10.1080/19477503.2021.1963157","DOIUrl":"https://doi.org/10.1080/19477503.2021.1963157","url":null,"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.","PeriodicalId":36817,"journal":{"name":"Investigations in Mathematics Learning","volume":"13 1","pages":"197 - 213"},"PeriodicalIF":0.0,"publicationDate":"2021-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42981278","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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