Using Video Prompting to Teach Mathematical Problem Solving of Real-World Video-Simulation Problems

Autor/inn/en	Saunders, Alicia F.; Spooner, Fred; Ley Davis, Luann
Titel	Using Video Prompting to Teach Mathematical Problem Solving of Real-World Video-Simulation Problems
Quelle	In: Remedial and Special Education, 39 (2018) 1, S.53-64 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0741-9325
DOI	10.1177/0741932517717042
Schlagwörter	Mathematics Instruction; Video Technology; Prompting; Simulation; Problem Solving; Middle School Students; Moderate Intellectual Disability; Error Correction; Feedback (Response); Computer Assisted Instruction; Intervention; Mathematical Concepts; Grade 7; Grade 8; Clinical Diagnosis + Suchen Sie Ihr Suchwort? Mathematics lessons; Mathematikunterricht; Benutzerführung; Simulation program; Simulationsprogramm; Problemlösen; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Korrektur; Computer based training; Computerunterstützter Unterricht; School year 07; 7. Schuljahr; Schuljahr 07; School year 08; 8. Schuljahr; Schuljahr 08
Abstract	Mathematical problem solving is necessary in many facets of everyday life, yet little research exists on how to teach students with more severe disabilities higher order mathematics like problem solving. Using a multiple probe across participants design, three middle school students with moderate intellectual disability (ID) were taught to solve video-simulation real-world mathematical problems by finger counting using video prompting (VP) in conjunction with systematic instruction (e.g., least intrusive prompting) with error correction and feedback. The simulated videos covered a variety of thematic units (i.e., pet store, grocery store, household chores, sporting goods store, outside chores, and thrift store) students may encounter in their everyday lives. The results of this study demonstrated a functional relation between VP and participants' mathematical problem-solving skills. Findings from this study provide several implications for practice and research for using video-based interventions to teach mathematical problem solving to students with moderate ID. (As Provided).
Anmerkungen	SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01