Applying the concrete-semiconcrete-abstract instructional sequence in model-based teaching to facilitate the learning of area and volume by students with mild intellectual disability.

摘要

In the current educational climate of IDEA 2004 and No Child Left Behind, teachers are required to find methods to give all students, including students with mild intellectual disability, access to the general education curriculum. The purpose of this study was to investigate the effects of instruction integrating the concrete-semiconcrete-abstract teaching sequence into model-based problem solving to teach area and volume to sixth grade students with mild intellectual disability. This study employed a multiple baseline design to establish the functional relationship between the intervention and students' performance on area and volume problems. The participants improved at solving area and volume problems and showed some success in making generalizations about area and volume concepts.