1 / 18

Kids Reading and Writing About Mathematics: Do they ? Can they? Should they?

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. Mathematics eText Research Center. Research on Reading and Writing Mathematics

talbot
Download Presentation

Kids Reading and Writing About Mathematics: Do they ? Can they? Should they?

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  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

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

  3. Proof without Words

  4. Proof without Words What else would students need to to see or hear or manipulate? What vocabularywould 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?

  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

  6. MeTRC Case Study—LD & Algebra

  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

  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.

  9. Teachers’ Views How do teachers use the program: • ease of use and effect on instructional planning, • formative student evaluation and instructional influence, • views of program strengths and weaknesses, • degree that supplemental online curriculum supports district adopted curriculum

  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.

  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

  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

  13. DISCUSSION

  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?

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

  16. Question 2: How do issues with accessibility impact students’ ability to learn independently in mathematics?

  17. Question 3: How do issues around learning disabilities impact students’ ability to learn independently in mathematics?

  18. The Mathematics eText Research Center is funded by the Office of Special Education Programs Glinda Hill, Project OfficerProject # H327H09090002 Mark Horney, Ph.D, Principal Investigator mhorney@uoregon.edu http://metrc.uoregon.edu

More Related