The Virtual-Representational-Abstract Framework to Support Students With Disabilities in Mathematics

Abstract

The virtual-representational-abstract (VRA) framework adapts an evidence-based practice, the concrete-representational-abstract (CRA) framework, while trying to meet students and teachers where they are in terms of technology interest and use in education. This article discusses the VRA framework and the advantages of virtual manipulatives, and explains how a teacher can implement the VRA framework. Although more research is needed on the VRA framework, the VRA provides teachers an option as an instructional practice or intervention to support students struggling in mathematics.

Using the Virtual-Abstract Instructional Sequence to Support Acquisition of Algebra

“…The VRA instructional sequence, similar to the CRA sequence, is a gradual sequence of instruction in which students transition from using virtual (in place of concrete) manipulatives, to representational drawings, and finally to abstractly solving mathematical problems. All phases are taught using explicit instruction, incorporating modeling, guiding or cueing, and independent practice (Agrawal & Morin, 2016;Bouck & Sprick, 2019).…”

Virtual Versus Concrete: A Comparison of Mathematics Manipulatives for Three Elementary Students With Autism

“…While researchers found both strategies effective in increasing independence and accuracy in completing mathematical skills, little substantial differences exist. However, with these positive results in mind and the unique characteristics of VM-ability to capitalize on student interest in technology, availability at a low cost, and effectiveness as a support tool (Bouck & Sprick, 2019)-it is clear that the intervention holds promise.…”

“…Recently, there is growing evidence for the use of a technology-based version of manipulatives, referred to as virtual manipulatives (VM). VM are a computer-generated version of tangible objects which can be used to support student understanding of mathematical operations (Bouck & Sprick, 2019). Similar to CM such as base-10 blocks or tangrams, VM can be physically moved and controlled, to represent mathematical processes, albeit on a computer screen (Bouck & Flanagan, 2010).…”

Mathematics Instruction for Students With Disabilities: Applied Examples Using Virtual Manipulatives

“…Indeed, numerous benefits for mathematics instruction exist with the incorporation of virtual manipulatives in the digital mathematics classroom. The suggested features for using virtual manipulatives as a viable asset to mathematics instruction can be argued as follows (Bouck & Sprick, 2019;Satsangi et al, 2018;Shin et al, 2017): Virtual manipulatives can be utilized by students for which the under-development of fine motor skills make working with concrete manipulatives challenging, provide an avenue to differentiate virtual instruction by offering the ability to turn off or hide certain features to support multiple levels of learners, have an endless supply of virtual manipulatives with the ability to quickly work with more than one model, easily display student strategies and work with the virtual manipulatives using screensharing features, reduce the need to search for or build concrete manipulatives for mathematics concepts that are difficult to model, and provide numerous opportunities for practice with multiple virtual manipulatives.…”