The effectiveness of virtual-representational-abstract instructional sequence in teaching word problem solving skills to students with mathematics learning disabilities: Mixed methods research

In this study, it is aimed to a) determine the effectiveness of virtualrepresentational-abstract (VRA) instructional sequence in the acquisition, maintenance and generalization of word problem solving skills of students with mathematics learning disabilities, b) determine the types and frequencies of errors made by students with mathematics learning disabilities in the word problem solving process and examine the role of VRA instructional sequence in reducing these errors, c) make meta-inferences about the role of intervention in understanding the effect of VRA instructional sequence on the word problem solving success levels and reducing errors of students with mathematics learning disabilities. Three male students with mathematics learning difficulties, aged between 12 and 13, participated in this study, which was conducted using a convergent mixed methods research design. In the research process, quantitative data were analyzed by visual analysis and effect size calculations, and qualitative data were analyzed by content analysis method. The results of the study showed that the VRA instructional sequence was effective in the acquisition of word problem solving skills by students with mathematics learning disabilities, the students were able to generalize their performances in two stage word problem solving skills instruction to three-stage word problems, and the students maintained their word problem solving skills 1, 2, 3 and 4 weeks after the intervention ended. The social validity data of the study reflected the positive views of students with mathematics learning disabilities about the VRA instructional sequence. In addition, it was determined that students mostly made errors related to comprehension, transformation and process skills in the problem solving process. It was observed that the VRA instructional sequence had an important role in reducing the errors made by students with mathematics learning disabilities in the word problem solving process. In this context, the results of the study show that the VRA instructional sequence increases the word problem solving achievement levels of students with mathematics learning disabilities and reduces the possibility of making errors. KEYWORDS: Mathematics Learning Disabilities, Virtual-RepresentationalAbstract Teaching Sequence, Virtual Manipulatives, Word Problems, Mixed Methods Research