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

Autor/inn/en	Satsangi, Rajiv; Billman, Rachel H.; Raines, Alexandra R.
Titel	Comparing Video Modeling to Teacher-Led Modeling for Algebra Instruction with Students with Learning Disabilities
Quelle	In: Exceptionality, 29 (2021) 4, S.249-264 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Billman, Rachel H.) ORCID (Raines, Alexandra R.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0936-2835
DOI	10.1080/09362835.2020.1801436
Schlagwörter	Video Technology; Multimedia Instruction; Mathematics Instruction; Modeling (Psychology); Instructional Effectiveness; Algebra; Equations (Mathematics); Graphs; Students with Disabilities; Learning Disabilities; High School Students; Adolescents; Public Schools; Problem Solving + Suchen Sie Ihr Suchwort? Multimediales Lernen; Mathematics lessons; Mathematikunterricht; Modeling; Modelling; Modellierung; Unterrichtserfolg; Equations; Mathematics; Gleichungslehre; Grafische Darstellung; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Learning handicap; Lernbehinderung; High school; High schools; Oberschule; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Public school; Öffentliche Schule; Problemlösen
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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01