The Journal of Special Education Apprenticeship
Abstract
Identifying mathematics interventions that are efficient, effective, and increase independence are vital for students with or at-risk for mathematics disabilities. Interventions used in general education or instructional support settings must also be feasible and allow teachers to meet both individual as well as whole-class needs. Digital technologies such as video modeling can embody several high-leverage instructional practices at once to facilitate the learning of fundamental mathematics concepts, such as algebra. A multiple baseline across participant design with an additional nonconcurrent replication in an applied setting was used to evaluate the effectiveness of video modeling on student ability to solve two-step algebraic equations and word problems. This study used an interactive learning platform, EdPuzzle, to deliver the video modeling intervention to two students who were at-risk for math failure. Findings indicate improvements in students’ ability to solve math problems with increases in accuracy that maintain after no video model was available. Results and implications for the field are discussed.
Recommended Citation
McGrath, M., Hornung, E., & Budin, S. G. (2026). The Use of Video Modeling to Teach Algebraic Equations to Secondary Students With and At-Risk for Disabilities. The Journal of Special Education Apprenticeship, 15(1). https://doi.org/10.58729/2167-3454.1238