ABSTRACT

This study investigated the effectiveness of hypermedia-based math instruction on the basic whole number addition skills of 6 children with learning disabilities and 7 children with mental retardations. A single subject multiple probe baseline design across subjects was used and the study was conducted in three phases: baseline, intervention, and post-intervention. During the baseline, the subjects were assessed to measure their initial addition skills. In the intervention phase, they were taught using hypermedia-based math instruction. At the completion of each type of instruction, specific and general pencil-and-paper posttests were given to the students. During the post-intervention phase, a general posttest was given without hypermedia-based instruction.The results indicated that all 13 students demonstrated significant improvements in their whole number addition skills and were able to maintain the skills for one week. These findings were consistent with previous research on the effectiveness of computer-aided instruction and the Concrete-Representational-Abstract strategy. The study also supports the importance of the teacher’s role in using computers in the educational setting.

KEYWORD

Hypermedia-based math instruction, computer assisted instruction, Concrete-Representational-Abstract

REFERENCES(18)open

  1. [jounal] / 1993 / Hypermedia:Making the mathematics connection 28 (5) : 294 ~ 301

  2. [jounal] / 1993 / A vehicle for connections : 430 ~ 432

  3. [jounal] / 1984 / Strategies for studies behavior change

  4. [jounal] / 1992 / Council for Exceptional Children

  5. [jounal] / 1945 / As we may think 176 : 101 ~ 108

  6. [jounal] / 1989 / Cross-sectional comparisons of the mathematical performance of children with learning disabilities Are we on the right track toward comprehensive programming? Journal of Learning Disabilities : 250 ~ 254

  7. [jounal] / 1994 / Using the computer with students with emotional and behavioral disorders 3 (2) : 87 ~ 99

  8. [jounal] / 1992 / Developing fluency with basic number facts Intervention for students with learning disabilities : 210 ~ 216

  9. [jounal] / 1994 / Hypermedia and the learning disabled student

  10. [jounal] / 1993 / Current designs in hypercard What can we learn? Journal of Educational Multimedia and Hypermedia (nnecke) : 219 ~ 237

  11. [jounal] / 1995 / What is quality in the use of technology for children with learning disabilities? 18 : 118 ~ 130

  12. [jounal] / 1991 / Mathematics instruction for learning disabled students A review of research : 89 ~ 98

  13. [jounal] / 1995 / Reflections on the effects of computer-assisted instruction on the mathematical problem solving of students with learning disabilities 5 (3) : 189 ~ 193

  14. [jounal] / 2002 / Technology-based practices for secondary students with learning disabilities 25 : 247 ~ 261

  15. [jounal] / 199219-35 / Teaching students with learning problems in math to acquire understand

  16. [jounal] / 1993 / Using data to learn about concrete- semiconcrete-abstract instruction for students with math disabilities : 89 ~ 96

  17. [jounal] / 1988 / Teaching learning disabled students place value using the concrete to abstract sequence : 52 ~ 56

  18. [jounal] / 1984 / Single subject research in special education