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 |
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| 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 |
| 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. |
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| ISSN: | 2374-1473 |
