VSA(가상 조작물-반구체물-추상)와 기억전략을 활용한 교수가 초등학교 수학 학습장애 위험군 학생의 나눗셈 연산 능력에 미치는 효과 = Effect of Using VSA(Virtual-Semiconcrete-Abstracts) and Mnemonic Strategies on the Division Operation Ability of Elementary School Students with at-risk of Math Learning Disabilities

다국어 초록 (Multilingual Abstract)

Purpose: The purpose of this study was to investigate the effect of using VSA (Virtual-Semiconcrete- Abstracts) and Mnemonic strategies on the Division Operation ability of elementary school students with at risk of math learning disabilities. Method: For this purpose, AB design was applied to 1 students with math learning disabilities in 4th grade of elementary school in Gyeongi-do. Results: First, VSA and Mnemonic strategies Instruction showed a positive effect. division operation was significantly improved compared to the baseline. Second, the effect of VSA and Mnemonic strategies Instruction was maintained even after the intervention was finished. Conclusion and Discussion: Based on the above study results, it was possible to confirm the positive effect of the VSA and Mnemonic strategies on the division operation ability of students with at risk of math learning disabilities.