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Supporting Elementary Students Receiving Tier 2 Online Mathematics Supports via the VRA Instructional Sequence

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Title: Supporting Elementary Students Receiving Tier 2 Online Mathematics Supports via the VRA Instructional Sequence
Language: English
Authors: Emily C. Bouck, Jiyoon Park, Brenda Benedict, Noel E. Oteto, Elsie Liu
Source: Journal of Online Learning Research. 2025 11(3):285-303.
Availability: Association for the Advancement of Computing in Education. P.O. Box 719, Waynesville, NC 28786. Tel: 828-246-9558; Fax: 828-246-9557; e-mail: info@aace.org; Web site: https://www.aace.org/pubs/jolr/
Peer Reviewed: Y
Page Count: 19
Publication Date: 2025
Document Type: Journal Articles
Reports - Research
Education Level: Elementary Education
Descriptors: Elementary School Students, Elementary School Mathematics, Mathematics Education, Students with Disabilities, Electronic Learning, Mathematics Instruction, Teaching Methods, Manipulative Materials, Individualized Education Programs, Intervention, Federal Legislation
Geographic Terms: Michigan
Laws, Policies and Program Identifiers: Rehabilitation Act 1973 (Section 504)
ISSN: 2374-1473
Abstract: Researchers have documented the efficacy of the virtual-representational-abstract (VRA) instructional sequence to support students with disabilities as well as those at-risk in mathematics as well as feasibility of online delivery of mathematics interventions. However, most of the existing research involves secondary students and research-implementation. This study expands previous research on the VRA instructional sequence by exploring its online delivery by a school's interventionist, as opposed to a researcher, and focusing on elementary students receiving Tier 2 mathematics support. The study involved participants, who all received Tier 2 mathematics support, although some with identified disabilities, whose mathematics needs involved addition with regrouping or finding equivalent fractions. The researchers found a functional relation between the intervention (i.e., VRA instructional sequence) and student accuracy. However, the sample size was small, which limits the strength of the conclusions.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1493115
Database: ERIC
FullText Text:
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  Data: Association for the Advancement of Computing in Education. P.O. Box 719, Waynesville, NC 28786. Tel: 828-246-9558; Fax: 828-246-9557; e-mail: info@aace.org; Web site: https://www.aace.org/pubs/jolr/
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  Data: <searchLink fieldCode="DE" term="%22Michigan%22">Michigan</searchLink>
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  Data: Researchers have documented the efficacy of the virtual-representational-abstract (VRA) instructional sequence to support students with disabilities as well as those at-risk in mathematics as well as feasibility of online delivery of mathematics interventions. However, most of the existing research involves secondary students and research-implementation. This study expands previous research on the VRA instructional sequence by exploring its online delivery by a school's interventionist, as opposed to a researcher, and focusing on elementary students receiving Tier 2 mathematics support. The study involved participants, who all received Tier 2 mathematics support, although some with identified disabilities, whose mathematics needs involved addition with regrouping or finding equivalent fractions. The researchers found a functional relation between the intervention (i.e., VRA instructional sequence) and student accuracy. However, the sample size was small, which limits the strength of the conclusions.
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    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 19
        StartPage: 285
    Subjects:
      – SubjectFull: Elementary School Students
        Type: general
      – SubjectFull: Elementary School Mathematics
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      – SubjectFull: Mathematics Education
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      – SubjectFull: Students with Disabilities
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      – SubjectFull: Electronic Learning
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      – SubjectFull: Mathematics Instruction
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      – SubjectFull: Manipulative Materials
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      – SubjectFull: Individualized Education Programs
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      – SubjectFull: Intervention
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      – SubjectFull: Federal Legislation
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      – SubjectFull: Michigan
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      – SubjectFull: Rehabilitation Act 1973 (Section 504)
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      – TitleFull: Supporting Elementary Students Receiving Tier 2 Online Mathematics Supports via the VRA Instructional Sequence
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