Studying the Impact of Video Modeling for Algebra Instruction for Students With Learning Disabilities

Abstract

An established research base exists for using video modeling to teach students with severe disabilities. However, the application of this strategy for teaching academic skills to students with a learning disability is less known, particularly in secondary mathematics. Video modeling provides a resource for supplementary instruction using age-appropriate technology to support student learning. To explore the use of this strategy in algebra, this study assessed video modeling paired with a system of prompting to teach three secondary students with a mathematics learning disability how to graph linear equations. Using a single subject multiple probe design, the researchers found that student performance across multiple measures, including problem-solving accuracy and independence, improved for all three students during treatment phases. These results and their implications for the broader field of mathematics education are discussed.