Implementation of virtual-representational-abstract instructional sequence as a support for students with developmetal disabilities in Mathematics

Abstract

Kognitivni razvoj učenika s intelektualnim teškoćama zahtijeva pažljivo postupno uvođenje apstraktnih matematičkih pojmova. Poučavanje treba započeti primjenom didaktičkih manipulativa koje učenici mogu vidjeti i dodirnuti, kako bi bolje razumjeli osnovne matematičke koncepte. Sljedeći korak uključuje korištenje verbalnih opisa i slika koje dodatno objašnjavaju te pojmove na jednostavan i lako razumljiv način. Nakon što su učenici ovladali ovim fazama, mogu prijeći na simbole koji predstavljaju apstraktnu verziju pojmova koje su prethodno naučili kroz praktična iskustva. Ovaj pristup omogućava učenicima da postepeno izgrade svoje razumijevanje matematičkih pojmova na temelju konkretnih i lako razumljivih iskustava. Pregledom dosadašnjih istraživanja, jedna od novijih znanstveno-utemeljenih metoda koja prati ideju postupnog uvođenja apstraktnog matematičkog sadržaja kod učenika s teškoćama u razvoju je virtualno-reprezentacijsko-apstraktna edukacijska sekvenca (VRA edukacijska sekvenca). Ciljevi ovog istraživanja bili su utvrditi učinkovitost poučavanja primjenom virtualno-reprezentacijsko-apstraktne edukacijske sekvence te utjecaj modela pružanja najmanje podrške na samostalnost učenika s intelektualnim teškoćama u rješavanju matematičkih zadataka. U skladu s time postavljene su hipoteze da će učenik i učenica pokazati napredak u rješavanju matematičkih zadataka na testiranju nakon poučavanja VRA edukacijskom sekvencom te napredak u samostalnosti rješavanja matematičkih zadataka. Za potrebe istraživanja izrađeni su protokoli poučavanja VRA edukacijskom sekvencom. U istraživanju je sudjelovalo dvoje učenika 5. razreda jedne zagrebačke osnovne škole. Oba učenika pokazala su napredak u uspješnosti i samostalnosti pri rješavanju zadataka matematičke operacije zbrajanja.Cognitive development of students with intellectual disabilities requires a careful and gradual introduction of abstract mathematical concepts. Teaching should begin with the use of didactic manipulatives that students can see and touch to better understand basic mathematical concepts. The next step involves using verbal descriptions and pictures that further explain these concepts in a simple and easily understandable manner. Once students have mastered these stages, they can move on to symbols that represent the abstract version of the concepts they have previously learned through practical experiences. This approach allows students to gradually build their understanding of mathematical concepts based on concrete and easily understandable experiences. A review of recent research identifies the virtual-representational-abstract (VRA) instructional sequence as a scientifically-based method that supports the gradual introduction of abstract mathematical content for students with developmental disabilities. The objectives of this study were to determine the effectiveness of teaching using the VRA educational sequence and the impact of the system of least prompts on the independence of students with intellectual disabilities in solving mathematical tasks. Accordingly, hypotheses were set that the students would show progress in solving mathematical tasks in testing after teaching with the VRA educational sequence and an increase in their independence in solving mathematical tasks. For the purposes of the research, teaching protocols using the VRA educational sequence were developed. The study involved two fifth-grade students from a primary school in Zagreb. Both students showed improvement in both the success and independence of solving addition tasks

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Last time updated on 11/10/2024

This paper was published in Croatian Digital Thesis Repository.

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