ABSTRACT

Limited research exists to target algebra instruction for students with intellectual and developmental disabilities (IDD). In this study, researchers compared the use of concrete – with scaffolds added by researchers – and virtual algebra tiles – with inherent scaffolds – to support the acquisition, fluency, and generalization of linear algebra for three middle school students with IDD. In the single case alternating treatments design, all three participants were successful in solving two-step addition and subtraction linear algebra problems with both manipulative types. Students were successful in best treatment sessions, but struggled to generalize to solving the problems without the use of the either manipulative. This study contributes to the limited literature on algebra instruction for students with IDD and suggests both concrete and virtual algebra tiles can successful support students with linear algebra.

摘要

针对智力和发育障碍 (IDD) 学生的代数教学的研究有限。在这项研究中，研究人员比较了混凝土（研究人员添加的脚手架）和虚拟代数瓷砖（与固有脚手架）的使用，以支持三名 IDD 中学生对线性代数的习得、流畅性和泛化。在单例交替治疗设计中，所有三个参与者都成功地解决了两种操作类型的两步加法和减法线性代数问题。学生在最好的治疗课程中取得了成功，但很难在不使用任何一种操作的情况下概括来解决问题。