가상조작물 기반의 순차적 교수가 발달장애학생의 분수 덧셈 학습에 미치는 효과

키워드

참고문헌 (35)

1. Ayres, P. L., "Systematic mathematical errors and cognitive load", Contemporary Educational Psychology, 26, pp.227~248 (2001)[DOI]
2. Bouck, E. C., "Teaching equivalent fractions to secondary students with disabilities via the virtual-representation- abstract instruction sequence", Journal of Special Education Technology, 32, pp.220~231 (2017)[DOI]
3. Bouck, E. C., "Acquiring the skill of identifying fractions through the virtual-abstract framework", Journal of Developmental and Physical Disabilities, 31, pp.435~452 (2019)[DOI]
4. Bouck, E. C., "Learning fractions with a virtual manipulative based graduated instructional sequence", Education and Training in Autism and Developmental Disabilities, 55, pp.45~59 (2020)
5. Bottge, B. A., "Impact of enhanced anchored instruction in inclusive math classrooms", Exceptional Children, 81, pp.158~175 (2015)
6. "Fraction tiles manipulative" (2021)[URL]
7. Ennis, R. P., "Interventions to improve fraction skills for students with disabilities: A meta-analysis", Exceptional Children, 85, pp.367~386 (2019)[DOI]
8. Gast, D. L., "Single Case Research Methodology" (2014), Routledge
9. Hord, C., "Review of academic mathematics instruction for students with mild intellectual disability", Education and Training in Autism and Developmental Disabilities, 47, pp.389~400 (2012)
10. Hwang, J., "A descriptive analysis of the error patterns observed in the fractioncomputation solution pathways of students with and without learning disabilities", Assessment for Effective Intervention, 46, pp.132~142 (2021)[DOI]
11. King, S. A., "Math interventions for students with autism spectrum disorder: A best-evidence synthesis", Exceptional Children, 82, pp.443~462 (2016)
12. Kratochwill, T. R., "Single case intervention research design standards", Remedial and Special Education, 34, pp.26~38 (2013)
13. 이동원, "수학과 실천적 지식 내용에 대한 지적장애 특수학교 교사 인식의 구성요인 분석", 지적장애연구, 17(3), pp.131~159 (2015), 한국지적장애교육학회
14. Long, H. M., "An evidence-based practice synthesis of virtual manipulatives for students with ASD and IDD", Focus on Autism and Other Developmental Disabilities, ~ (2022)
15. Lortie-Forgues, H., "Why is learning fraction and decimal arithmetic so difficult?", Developmental Review, 38, pp.201~221 (2015)[DOI]
16. "National level academic achievement evaluation results" (2022)[URL]
17. Moon, K. Y., "Teaching experience of mathematics teachers in the secondary special school for intellectual disability", Journal of Special Education and Rehabilitation, 24, pp.1~32 (2020)
18. Morano, S., "Motivation matters: Three strategies to support motivation and engagement in mathematics", Intervention in School and Clinic, 57, pp.15~22 (2021)
19. Nelson, G., "A systematic review of longitudinal studies of mathematics difficulty", Journal of Learning Disabilities, 51, pp.523~539 (2017)[DOI]
20. Ni, Y., "Teaching and learning fraction and rational numbers: The origins and implications of whole number bias", Educational Psychologist, 40, pp.27~52 (2005)[DOI]
21. Park, J., "Teacher-delivered virtual manipulative mathematics intervention to individuals with extensive support needs", Research in Developmental Disabilities, 131, pp.104339~ (2022)
22. Park, J., "Maintenance in mathematics for individuals with intellectual disability: A systematic review of literature", Research in Developmental Disabilities, 105, pp.103751~ (2020)[DOI]
23. 박상희, "자폐성 장애 학생을 위한 국어 및 수학과 중재 관련 국내 단일대상 연구 동향 및 질적 지표분석", 자폐성장애연구, 22(2), pp.69~92 (2022), 한국자폐학회[DOI]
24. Parker, R. I., "Combining non-overlap and trend for single case research: Tau-U", Behavior Therapy, 42, pp.284~299 (2011)[DOI]
25. Peng, P., "A meta-analysis of mathematics and working memory:Moderating effects of working memory domain, type of mathematics skill, and sample characteristics", Journal of Educational Psychology, 108, pp.455~473 (2016)
26. Scarlato, M. C., "Teaching fractions to middle school students", Journal of Direct Instruction, 2, pp.23~38 (2002)
27. 신미경, "초등학교 수학부진학생을 위한 ‘재미난 분수’ 가상조작물 웹사이트 개발 및 가상조작물-반구체물-추상기호의 명시적이고, 순차적인 교수 효과", 학습장애연구, 15(1), pp.57~91 (2018), 한국학습장애학회[DOI]
28. 신미경, "경도지적장애 학생의 분수 개념 이해도 향상을 위한 시각적인 표상과 가상조작물의 활용 효과 비교", 특수교육, 17(4), pp.187~216 (2018), 특수교육연구소[DOI]
29. Siegler, R. S., "Developmental and individual differences in understanding of fractions", Developmental Psychology, 49, pp.1994~2004 (2013)
30. Spooner, F., "An updated evidence-based practice review on teaching mathematics to students with moderate and severe developmental disabilities", Remedial and Special Education, 40, pp.150~165 (2019)[DOI]
31. Test, D. W., "The effects of LAP fractions on additional and subtraction of fractions with students with mild disabilities", Education and Treatment of Children, 28, pp.11~24 (2005)
32. Watt, S. J., "Examining a preteaching framework to improve fraction computation outcomes among struggling learners", Preventing School Failure, 60, pp.311~319 (2016)[DOI]
33. Wei, X., "Math growth trajectories of students with disabilities: Disability category, gender, racial, and socioeconomic status differences from ages 7 to 17", Remedial and Special Education, 34, pp.154~165 (2012)
34. White, O. R., "Exceptional Teaching" (1980), Merrill
35. 이성용, "지적장애학생을 위한 수학 교수 관련 국내 단일대상연구 메타분석", 발달장애연구, 23(2), pp.97~116 (2019), 한국발달장애학회[DOI]

관련 논문AI추천