The purpose of this study was to examine the effectiveness of video-based mathematics instruction for seven middle school students with specific learning disability (SLD), using an augmented reality-based training package. The dependent variable was the percentage of steps students performed correctly to solve each type of mathematics problem. The independent variable was the augmented reality video-based intervention, which used video to model the individual steps for solving four types of multistep mathematics problems: (a) addition and subtraction of integers, (b) multiplication and division of integers, (c) using ratio reasoning to convert measurement units, and (d) using multiplication and division to calculate rate of change. Results indicated a functional relation between the video-based mathematics intervention and the percentage of steps completed correctly for each type of problem. All seven participants showed significant gains immediately after receiving the intervention and maintained improved problem-solving skills in at least three out of the four problem categories.

中文翻译：

---

通过增强现实使用基于视频的教学向有学习障碍的中学生教授数学

本研究的目的是使用基于增强现实的培训包来检查基于视频的数学教学对七名有特定学习障碍 (SLD) 的中学生的有效性。因变量是学生正确解决各类数学问题的步骤百分比。自变量是基于增强现实视频的干预，它使用视频对解决四种多步数学问题的各个步骤进行建模：(a) 整数的加法和减法，(b) 整数的乘法和除法，(c)使用比率推理来转换测量单位，以及 (d) 使用乘法和除法来计算变化率。结果表明基于视频的数学干预与每种类型问题正确完成步骤的百分比之间存在函数关系。所有七名参与者在接受干预后立即表现出显着的进步，并在四个问题类别中的至少三个类别中保持了提高的解决问题的能力。