Video modeling possesses an established research base for teaching students with severe disabilities. However, the application of this strategy for teaching academic skills to students with a learning disability is less known, particularly in secondary mathematics. Video modeling provides a resource for supplementary instruction using age appropriate technology to support student learning. To explore the use of this strategy in Algebra, this study assessed video modeling paired with a system of prompting to teach three secondary students with a mathematics learning disability how to graph linear equations. Using a single subject multiple probe design, student performance across multiple measures including problem-solving accuracy and independence improved for all three students during treatment phases. These results and their implications for the broader field of mathematics education are discussed.

视频建模拥有一个成熟的研究基础，可以教严重残疾的学生。但是，这种方法在向学习障碍的学生教授学术技能方面的应用却鲜为人知，特别是在中学数学中。视频建模为使用适合年龄的技术的辅助教学提供了资源，以支持学生学习。为了探索在代数中使用此策略的方法，本研究评估了视频建模和提示系统，该系统提示教有数学学习障碍的三名中学生如何绘制线性方程式。使用单一主题的多探针设计，在治疗阶段，所有三名学生在包括测量问题的准确性和独立性在内的多种措施上的表现均得到改善。