Using video modeling, explicit instruction, and augmented reality to teach mathematics to students with disabilities.

Students with exceptionalities who do not make adequate progress with core instruction in mathematics require moreintensive research-based interventions such as explicit instruction or video modeling to address instructional needs. Thisstudy examined the effects of combining point-of-view video modeling, explicit instruction, and augmented reality toteach mathematics to students with disabilities. The researchers employed a multiple baseline across skills, single-subjectresearch design, to evaluate the effects of the intervention on student performance across four mathematics skills. Twoeighth grade students identified as having a disability impacting mathematics, one with autism spectrum disorder andone with a specific learning disability, participated in the study. Visual analysis determined a functional relation betweenthe dependent and independent variables. Tau-U result for the intervention phase was 1.0 across all four skills for eachparticipant. Participants demonstrated high levels of maintenance, and with one exception, students were able to applythe skills to word problems without additional training. Limitations and implications for future research and practice arediscussed.Keywordsvideo modeling, augmented reality, explicit instruction, educational technology, effective instruction, mathematics,mathematics instruction, mathematics disability

Using video modeling, explicit instruction, and augmented reality to teach mathematics to students with disabilities. Academic Article