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

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.

Using the Virtual–Representational–Abstract With Overlearning Instructional Sequence to Students With Disabilities in Mathematics

“…Maintenance (i.e., the ability to use acquired skills without relearning; Alberto & Troutman, 2009) in mathematics is particularly crucial as domains of mathematics are interconnected across grade levels and mathematical skills need to be applied in everyday life (Common Core State Standards Initiative [CCSS], 2019; Saunders et al, 2018). For example, elementary students learn mathematical concepts such as counting, operations, and fractions, whereas secondary students build on these basic concepts to learn more advanced mathematics (e.g., ratios and proportional relation, algebra, and modeling; CCSS, 2019; Powell et al, 2013).…”

Contextualizing Mathematical Problem-Solving Instruction for Secondary Students with Extensive Support Needs: A Systematic Replication

“…Contextualizing grade-aligned mathematics instruction is one way to target multiple instructional priorities for secondary students with extensive support needs. Saunders et al (2018) contrasted a contextualized approach from the more traditional functional approach, describing the former to be concept driven and the later to be task driven. In contextualized mathematics instruction, learning targets are derived from a student’s grade-level standards but taught within real-life activities.…”

“…Contextualized instruction provides an opportunity to address multiple instructional priorities (e.g., general curriculum access and functional applications). Prior research that has used a contextualized approach to teach mathematics to secondary students with extensive support needs targeted purchasing skills such as computing sales tax for items in newspaper ads (Collins et al, 2011), solving video-based problems requiring addition and subtraction (Saunders et al, 2018), and calculating the final cost when leaving a tip or using a coupon (Root, Saunders et al, 2017).…”

Let’s See That Again: Using Instructional Videos to Support Asynchronous Mathematical Problem Solving Instruction for Students With Autism Spectrum Disorder

“…Middle and high school students with ASD demonstrated they were able to use a calculator on an iPod touch to solve word problems requiring multiple operations (Root et al, 2018). Technology has also been used to provide students with video simulations of real-world problem-solving tasks, both to assess their generalization (e.g., Saunders, 2014; Saunders et al, 2018) and to provide background information through anchor videos (e.g., Creech-Galloway et al, 2013; Root et al, 2018).…”

“…Video-based instruction (VBI) is one type of TAI that includes the use of video as a critical instructional element in supporting skill acquisition and has been effective for teaching mathematics to students with ASD (e.g., Burton et al, 2013; Saunders et al, 2018). The features of VBI that make it particularly relevant to our new educational paradigm are its cost-effectiveness and practicality.…”