Teaching Students to Solve Subtraction Problems Online via the Virtual-Representational-Abstract Instructional Sequence-Reference-Cited by-同舟云学术

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

Published:2021-07-03 Issue:3 Volume:13 Page:197-213
ISSN:1947-7503
Container-title:Investigations in Mathematics Learning
language:en
Short-container-title:Investigations in Mathematics Learning

Author:

Bouck EmilyC.¹,Long Holly¹^ORCID,Jakubow Larissa¹

Affiliation:

1. Department of Counseling, Educational Psychology, and Special Education, Michigan State University, East Lansing, Michigan

Publisher

Informa UK Limited

Subject

General Mathematics,Education

Link

https://www.tandfonline.com/doi/pdf/10.1080/19477503.2021.1963157

Reference48 articles.

1. Evidence-Based Practices: Applications of Concrete Representational Abstract Framework across Math Concepts for Students with Mathematics Disabilities

2. Teaching with the System of Least Prompts

3. Authors. (2014).

4. Authors. (2018).

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1. 가상조작물-반구체물-추상기호의 순차적 교수가 지적장애 학생의 수학 학습에 미치는 효과*;The Journal of Special Education: Theory and Practice;2024-03-31

2. Just Dollars and Cents: Making Change via a Virtual Money Manipulative;Rural Special Education Quarterly;2023-12-14

3. Exploring the Virtual-Representational-Abstract Instructional Sequence Across the Learning Stages for Struggling Students;Behavior Modification;2022-11-16

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