EFFECTS OF AN EXPLICIT INSTRUCTION AND VIDEO MODELING INTERVENTION WITH AUGMENTED REALITY ON THE RATIONAL NUMBER MATHEMATICS OUTCOMES OF STUDENTS WITH DISABILITIES
Open Access
- Author:
- Morris, Jared
- Graduate Program:
- Special Education
- Degree:
- Doctor of Philosophy
- Document Type:
- Dissertation
- Date of Defense:
- July 08, 2019
- Committee Members:
- Elizabeth M. Hughes, Dissertation Advisor/Co-Advisor
David Lee, Committee Chair/Co-Chair
Jennifer L Frank, Committee Member
Mary Catherine Scheeler, Committee Member
Amy C Crosson, Outside Member - Keywords:
- explicit instruction
video modeling
augmented reality
rational numbers
computer assisted instruction
educational technology
effective instruction
mathematics
mathematics instruction
mathematics disability
dyscalculia
specific learning disability
fractions
explicit instruction
video modeling
augmented reality
rational numbers
computer assisted instruction
educational technology
effective instruction
mathematics
mathematics instruction
mathematics disability
dyscalculia
specific learning disability
fractions
explicit instruction
video modeling
augmented reality
rational numbers
computer assisted instruction
educational technology
effective instruction
mathematics
mathematics instruction
mathematics disability
dyscalculia
specific learning disability
fractions
explicit instruction
video modeling
augmented reality
rational numbers
computer assisted instruction
educational technology
effective instruction
mathematics
mathematics instruction
mathematics disability
dyscalculia
specific learning disability
fractions - Abstract:
- The purpose of this study was to examine the effects of utilizing explicit instruction, point-of-view video modeling, and augmented reality technology to teach mathematics to students with disabilities. A multiple probe single-case research design was used. Three students with learning disabilities who were receiving special education services in mathematics participated in the study. The results were analyzed using visual analysis of trend, level, and variability. Tau-U was calculated to be 0.98 on the participants’ overall results from baseline to intervention. The results demonstrated a functional relation between the intervention and the students’ performance on three rational number mathematics skills. Participants’ maintenance and generalization of the rational number skills were measured with variable findings. The intervention was determined to be socially valid by the participants and teachers.