Learning Fraction Concepts Through the Virtual-Abstract Instructional Sequence
Author:
Funder
LDFA
Publisher
Springer Science and Business Media LLC
Subject
Developmental and Educational Psychology,Education
Link
http://link.springer.com/content/pdf/10.1007/s10864-019-09334-9.pdf
Reference48 articles.
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2. Bartholomew, A., Papay, C., McConnell, A., & Cease-Cook, J. (2015). Embedding secondary transition in the common core state standards. Teaching Exceptional Children, 47, 329–335. https://doi.org/10.1177/0040059915580034 .
3. Bouck, E. C., Bassette, L., Shurr, J., Park, J., Kerr, J., & Whorley, A. (2017a). Teaching equivalent fractions to secondary students with disabilities via the virtual-representational-abstract instructional sequence. Journal of Special Education Technology, 32, 220–231.
4. Bouck, E. C., & Flanagan, S. M. (2010). Virtual manipulatives: What are they and how teachers can use them? Intervention in School and Clinic, 45, 186–191.
5. Bouck, E. C., & Park, J. (2018). Mathematics manipulatives to support students with disabilities: A systematic review of the literature. Education and Treatment of Children, 41, 65–106.
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