metrc mathematics etext research center 1 kids reading and writing about mathematics: do they? can...
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MeTRCMathematics 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
MeTRCMathematics eText Research Center 2
Mathematics eText Research CenterResearch on Reading and Writing Mathematics
for students with learning disabilities or Vision Impairments
Accessible Middle School Math CurriculumUniversity of Kentucky
Preston Lewis, Steve Noble, & Linnie Lee
Accessible Notation, Charts & TablesMeasured Progress
Mike Russell & Jennifer Higgins
Algebraic Text-to-SpeechPurdue University
Emily Bouck
Online Supplemental Math SupportTexas Christian University
Lindy Crawford, Barbara Freeman, Kristina Higgins & Jacqueline D'Angelo
Writing & Mathematical ReasoningUniversity of Oregon &
Texas Christian UniversityPatricia Almond, Mark Horney, Lindy Crawford
Mathematical Image DescriptionsWestern Michigan University
Robert Wall Emerson
http://metrc.uoregon.edu
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Proof without Words
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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
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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
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MeTRC Case Study—LD & AlgebraYear O
ne
• 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
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Inclusion in the Resource Room—Online Supplemental Math w/ Supported eTextObjectives 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
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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.
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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
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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.
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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
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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
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DISCUSSION
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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?
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Question 1:
How well are students able to independently learn mathematical content by reading and interacting with mathematical texts in various forms?
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Question 2:
How do issues with accessibility impact students’ ability to learn independently in mathematics?
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Question 3:How do issues around learning disabilities impact students’ ability to learn independently in mathematics?
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The Mathematics eText Research Center is funded by the
Office of Special Education Programs Glinda Hill, Project OfficerProject # H327H09090002
Mark Horney, Ph.D, Principal [email protected]
http://metrc.uoregon.edu