This study was aimed to explore the effects that sixth grade students with learning disability apply schematic video to solve multi-step algebra word problems. For students with learning disability, to solve algebra problems was not only a kind of challenge, but also an exact target. Algebra was the gateway to get more opportunity, but it was difficult to students with learning disability. Therefore, teachers needed to find effective teaching strategies for these students to improve their learning efficiency. The objects of this study were five students with learning disability. The researcher used a single-subject research design with computer-assisted instruction to proceed the teaching curriculum of multi-step algebra word problems and equality axioms, and analyzed test-receivers’ performance and result at solution process through vision- analysis method. Teaching process was divided into 4 phases : baseline period, intervention period, generalization period and maintenance period. In baseline and generalization period, students were evaluated by writing test. In intervention and maintenance period. They carried out the examination on the computer.
The results of the study were as follows:
1. Using schematic video teaching not only could effectively help students with learning disabilities to think and solve multi-step problems but also had immediate effect on solving multi-step algebraic word problems for them.
2. Using schematic video teaching could enhance and maintain results of developing equations and solving multi-step algebraic word problems for students with learning disabilities.
3. For students with learning disabilities, using schematic video teaching had an effect of transfer of learning on solving multi-step algebraic word problems with unknown element.
4. For students with learning disabilities, using schematic video teaching could enhance their interest in learning mathematics.
