MeTRC Mathematics eText Research Center 1 Kids Reading and Writing About Mathematics: Do they? Can they? Should they? Mark Horney, Ph.D. & Patricia Almond,

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Presentation transcript:

MeTRC Mathematics eText Research Center 1 Kids Reading and Writing About Mathematics: Do they? Can they? Should they? Mark Horney, Ph.D. & Patricia Almond, Ph.D. Mathematics eText Research Center University of Oregon

MeTRC Mathematics eText Research Center 2 Research on Reading and Writing Mathematics for students with learning disabilities or Vision Impairments Accessible Middle School Math Curriculum University of Kentucky Preston Lewis, Steve Noble, & Linnie Lee Accessible Notation, Charts & Tables Measured Progress Mike Russell & Jennifer Higgins Algebraic Text-to-Speech Purdue University Emily Bouck Online Supplemental Math Support Texas Christian University Lindy Crawford, Barbara Freeman, Kristina Higgins & Jacqueline D'Angelo Writing & Mathematical Reasoning University of Oregon & Texas Christian University Patricia Almond, Mark Horney, Lindy Crawford Mathematical Image Descriptions Western Michigan University Robert Wall Emerson

MeTRC Mathematics eText Research Center 3 Proof without Words

MeTRC Mathematics eText Research Center 4 What else would students need to to see or hear or manipulate? What vocabulary would students need defined? What concepts need explanation? What problem solving strategy might be useful? What computational tools might be useful? What background knowledge might students be missing? Would a review be adequate, or would they need a course of instruction? How could this example be generalized for the sum of the powers of one fifth? Proof without Words

MeTRC Mathematics eText Research Center 5 Supported Electronic Text (eText) in Mathematics: A Case Study of Supplemental Mathematics Instruction and Online Learning for Low Performing Students with Disabilities Patricia Almond, Ph.D. & Mark Horney, Ph.D. Mathematics eText Research Center University of Oregon

MeTRC Mathematics eText Research Center 6 MeTRC Case Study—LD & Algebra Year One Observation & Exploration Middle School Mathematics (6,7,8) Year Two Math 360—’Nearly Meets’ SPI Math—Inclusion in Resource Rm. Year Three SPI Math—Inclusion in the Resource Rm. Online Supplemental Math w/eText

MeTRC Mathematics eText Research Center 7 Inclusion in the Resource Room—Online Supplemental Math w/ Supported eText Objectives or purposes: To examine the implementation of an online, supplemental mathematics curriculum with digital supports (supported electronic text) To identify circumstances in which the online supplemental curriculum with digital supports facilitates and does not facilitate learning mathematics for struggling learners To examine the effectiveness of students’ use of online supplemental instruction and digital supports

MeTRC Mathematics eText Research Center 8 The Online Program with eText How do students perform in the supplemental, mathematics curriculum with supported electronic text: a) interacting with the online program, b) learning mathematics within the instructional online program, c) using the supported electronic text features to support their own learning, and d) engaging with the content and elements of each lesson.

MeTRC Mathematics eText Research Center 9 Teachers’ Views How do teachers use the program: a) ease of use and effect on instructional planning, b) formative student evaluation and instructional influence, c) views of program strengths and weaknesses, d) degree that supplemental online curriculum supports district adopted curriculum

MeTRC Mathematics eText Research Center 10 Similarities Among Students What are the similarities and differences in mathematics performance among students across the range: nearly meets, below proficient, and below proficient with a disability.

MeTRC Mathematics eText Research Center 11 Student Views of Online Structured & Supported Math Curriculum What are the similarities and differences among students across the range in their views of: the online supported curriculum, the supported electronic text features, the perceived helpfulness of lesson components, supported eText features, and computer based vs. classroom presentation

MeTRC Mathematics eText Research Center 12 Middle School Conclusions and Discussion In relation to the use of online learning in middle school learning, e.g., “blended learning/instruction” Universal design for learning for low performing students with disabilities Metacognition and low performing SWD in middle school mathematics instruction Supports for limitations in working memory vs. “strategies” learning strategies

MeTRC Mathematics eText Research Center 13 DISCUSSION

MeTRC Mathematics eText Research Center 14 Question: How are students expected to interact with instructional materials in mathematics? And, how do they in fact interact with math materials such as their textbooks, worksheets, handouts, websites, apps, and exams?

MeTRC Mathematics eText Research Center 15 Question 1: How well are students able to independently learn mathematical content by reading and interacting with mathematical texts in various forms?

MeTRC Mathematics eText Research Center 16 Question 2: How do issues with accessibility impact students’ ability to learn independently in mathematics?

MeTRC Mathematics eText Research Center 17 Question 3: How do issues around learning disabilities impact students’ ability to learn independently in mathematics?

MeTRC Mathematics eText Research Center 18 The Mathematics eText Research Center is funded by the Office of Special Education Programs Glinda Hill, Project Officer Project # H327H Mark Horney, Ph.D, Principal Investigator