Comparing Video Modeling to Teacher-Led Modeling for Algebra Instruction with Students with Learning Disabilities

Abstract

ABSTRACT Students with a mathematics learning disability face many challenges learning algebraic curricula. To support this population, targeted supplementary instruction beyond what is provided by a classroom teacher may benefit their learning outcomes. In this context, video modeling designed in accordance with an established instructional design framework may offer promise in mathematics for this population. While video modeling was studied extensively for students with severe disabilities, its application for students with a mathematics learning disability is limited. Using a single subject alternating treatments design, this study compared video modeling to teacher-led modeling for instructing three secondary students with a mathematics learning disability how to graph linear equations. Across intervention, all three students increased their performance on all dependent variables with both treatments, with teacher-led modeling providing greater accuracy scores for two of the three students. The results of this study and their implications for the field are discussed.