Using Video Prompting to Teach Mathematical Problem Solving of Real-World Video-Simulation Problems
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| Title: | Using Video Prompting to Teach Mathematical Problem Solving of Real-World Video-Simulation Problems |
|---|---|
| Language: | English |
| Authors: | Saunders, Alicia F., Spooner, Fr, Ley Davis, Luann |
| Source: | Remedial and Special Education. Jan-Feb 2018 39(1):53-64. |
| Availability: | 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 |
| Peer Reviewed: | Y |
| Page Count: | 12 |
| Publication Date: | 2018 |
| Sponsoring Agency: | Institute of Education Sciences (ED) |
| Contract Number: | R324A130001 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Middle Schools Secondary Education Junior High Schools Grade 7 Elementary Education Grade 8 |
| Descriptors: | 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 |
| DOI: | 10.1177/0741932517717042 |
| ISSN: | 0741-9325 |
| 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. |
| Abstractor: | As Provided |
| Number of References: | 43 |
| IES Funded: | Yes |
| Entry Date: | 2018 |
| Accession Number: | EJ1166291 |
| Database: | ERIC |
| 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. |
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| ISSN: | 0741-9325 |
| DOI: | 10.1177/0741932517717042 |
