A Self-Regulated Learner Framework for Students With Learning Disabilities and Math Anxiety

Students with math learning disabilities have been shown to experience math anxiety at rates nearly double those of their typical peers. Anxiety about math is thought to disrupt learning by co-opting attentional resources that could be used in problem-solving and may be caused by the way in which students interpret their math-related experiences. This article describes a math intervention designed through a framework of self-regulated learning that defines self-regulated learners as students who are connected, self-aware, self-determined, strategic, and resilient. Specifically described is an intervention that helps students regulate anxiety, initiate a problem-solving strategy, and advocate as needed to use approaches they find effective.

Effectiveness of Video Prompting Delivered via Augmented Reality for Teaching Transition-Related Math Skills to Adults With Intellectual Disabilities

The purpose of this study was to determine the effectiveness of a video-based instruction packet for teaching math-based vocational skills delivered through augmented reality (AR) to three adults with intellectual disabilities. The dependent variable was the percentage of steps performed correctly to solve each selected type of math problem. The independent variable was the video-based math intervention delivered via AR, which modeled the individual steps for solving three different multistep math problems: (1) adjusting a recipe to serve a different number of people, (2) calculating salary, and (3) calculating unit prices. Visual and statistical analyses demonstrated a functional relationship between the video-based math intervention and an increase in the percentage of steps completed correctly for each type of problem. All three participants showed significant gains immediately after receiving the intervention and maintained the learned skills following withdrawal of the intervention. Implications for practitioners and further research are discussed.