Using the virtual-abstract instructional sequence to teach addition of fractions

Author:

Bouck Emily C.,Park Jiyoon,Sprick Jessica,Shurr Jordan,Bassette Laura,Whorley Abbie

Publisher

Elsevier BV

Subject

Clinical Psychology,Developmental and Educational Psychology

Reference44 articles.

1. Evidence-based practices: Applications of concrete representational abstract framework across math concepts for students with mathematics disabilities;Agrawal;Learning Disabilities Research & Practice,2016

2. Evidence for cognitive science principles that impact learning in mathematics;Booth,2017

3. Teaching equivalent fractions to secondary students with disabilities via the virtual-representational-abstract instructional sequence;Bouck;Journal of Special Education Technology,2017

4. Virtual manipulatives: What are they and how teachers can use them?;Bouck;Intervention in School and Clinic,2010

5. Bouck, E. C., & Park, J. (in press). A systematic review of the literature on mathematics manipulatives to support students with disabilities. Education & Treatment of Children.

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