Using Video Modeling to Teach Geometry Word Problems: A Strategy for Students with Learning Disabilities

Autor/inn/en	Satsangi, Rajiv; Hammer, Rachel; Bouck, Emily C.
Titel	Using Video Modeling to Teach Geometry Word Problems: A Strategy for Students with Learning Disabilities
Quelle	In: Remedial and Special Education, 41 (2020) 5, S.309-320 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0741-9325
DOI	10.1177/0741932518824974
Schlagwörter	Video Technology; Geometry; Word Problems (Mathematics); Teaching Methods; Students with Disabilities; Learning Disabilities; Technology Uses in Education; Secondary School Students; Problem Solving; Intervention; Special Education; Cognitive Processes; Cognitive Tests; Achievement Tests; Intelligence Tests; Children; Modeling (Psychology); Pretests Posttests; Cognitive Assessment System; Woodcock Johnson Tests of Achievement; Kaufman Assessment Battery for Children + Suchen Sie Ihr Suchwort? Geometrie; Textaufgabe; Teaching method; Lehrmethode; Unterrichtsmethode; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Learning handicap; Lernbehinderung; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Sekundarschüler; Problemlösen; Special needs education; Sonderpädagogik; Sonderschulwesen; Cognitive process; Kognitiver Prozess; Kognitiver Fähigkeitstest; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Intelligence test; Intelligenztest; Child; Kind; Kinder; Modeling; Modelling; Modellierung
Abstract	As K-12 mathematics standards shift toward emphasizing both conceptual and procedural knowledge in secondary courses such as algebra and geometry, the struggles for students with disabilities become more pronounced. To address these challenges, research has commonly explored the use of technology to aid in the teaching of students with disabilities. One such technology with a growing research base for instruction in the field of special education is the use of video modeling. Despite documented success for students with moderate to severe disabilities, the application of video modeling for instruction with students with a learning disability is largely unknown. This study sought to explore the benefits of video modeling to teach geometry word problems to three secondary students with a learning disability in mathematics. Across a single subject multiple baseline design, all three students demonstrated improved problem-solving performance across all dependent variables measured. The results and their implications for the field of mathematics are discussed. (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	2024/1/01