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

MeTRCMathematics eText Research Center 3

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

MeTRCMathematics 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

MeTRCMathematics 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

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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

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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 Investigatormhorney@uoregon.edu

http://metrc.uoregon.edu