Applying a Universal Design for Learning Framework to Mediate the Language Demands of Mathematics

Thomas, Cathy Newman; Garderen, Delinda van; Scheuermann, Amy; Lee, Eun Ju

doi:10.1080/10573569.2015.1030988

Cited by 27 publications

(16 citation statements)

References 63 publications

(66 reference statements)

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“…It assists in maintaining longer attention spans for reading and learning. Moreover, when reading, children must learn sound-symbol correspondence and comprehend what they read (Thomas et al, 2015). Ziegler and Goswami (2005) also indicated that reading performance is affected by oral expression and listening comprehension, and the story narration of multimedia picture books helps boys comprehend the content of book and improves their attention.…”

Section: Resultsmentioning

confidence: 97%

“…Reading comprehension is closely related to visual attention (Sesma et al, 2009;Thomas, Van Garderen, Scheuermann, & Lee, 2015). In recent years, numerous studies have investigated the influence of attention on reading performance and have indicated a relationship between reading performance and attention in terms of executive function, behavioral inhibition, conversion function, and the focus and maintenance of attention (Sesma et al, 2009;St.…”

Section: Visual Attention and Reading Performancementioning

confidence: 99%

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Influences of Visual Attention and Reading Time on Children and Adults

Wei

Yuan

2016

Reading & Writing Quarterly

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Section: Resultsmentioning

confidence: 97%

Section: Visual Attention and Reading Performancementioning

confidence: 99%

Influences of Visual Attention and Reading Time on Children and Adults

Wei

Yuan

2016

Reading & Writing Quarterly

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“…Understanding how mathematics text is organized can help students focus on pertinent information for problem solving. Specifically, decoding math symbols, recognizing how symbols are ordered, and knowledge of the patterns for writing math text presumably all influence how students and adults attend to and understand mathematical text (Crooks & Alibali, 2013;McNeil & Alibali, 2005;Thomas et al, 2015). Thus, familiarity with the rules and conventions for writing mathematical text may be important for understanding fraction symbols.…”

Section: Early Fraction Conceptsmentioning

confidence: 99%

Fraction Symbols and their Relation to Conceptual Knowledge

Douglas¹

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“…Diferentes maneras de implementación están siendo analizadas por la comunidad científica (Ehlinger, 2017), pero en la mayoría de los casos, el DUA está siendo evaluado desde el punto de vista de la aplicabilidad de los procesos educativos en las etapas obligatorias de la educación (Ok et al, 2017). Numerosos estudios se han llevado a cabo sobre este campo (Dean, Lee-Post y Hapke, 2016;Hansen et al, 2016;Katz, 2015;Thomas et al, 2015;Smith y Harvey, 2014;Zamora-Musa et al, 2017). Todos ellos analizan la implementación del DUA en espacios no universitarios y describen los beneficios de este método, pero ninguno ofrece una muestra lo suficientemente amplia como para evidenciar conclusiones globales sobre el cambio en la metodología a aplicar en las aulas a nivel global.…”

Section: Revisión De La Literaturaunclassified

Validación de Instrumento para Medir las Percepciones de los Docentes sobre el Diseño Universal para el Aprendizaje

Fuentes

Hernández

Requena

et al. 2019

Rev. latinoam. educ. inclusiva

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El diseño universal para el aprendizaje (DUA) ha sido estudiando en los últimos años como modelo para responder a la diversidad en el aula. Sin embargo, hay pocas investigaciones que proporcionen datos sobre su eficacia. El objetivo de este artículo es validar una herramienta que permita evaluar las percepciones basadas en DUA de los profesionales, a través del análisis factorial confirmatorio de una muestra de 230 profesionales. Para ello, una escala fue creada con 26 ítems: 9 ítems para el principio 1, 8 ítems para el principio 2 y 9 ítems para el principio 3. Los resultados muestran que la escala tenía una solución confirmatoria válida de tres factores, índices de confiabilidad satisfactorios y adecuada validez relacionada con los criterios. Los autores concluyen que se debe avanzar en la medición efectiva del DUA en la literatura científica, que el concepto está en constante evolución y, que, por tanto, la literatura científica y los trabajos académicos deben acompañar esta corriente basada en la inclusión y el derecho de todos a tener una educación en igualdad de oportunidades. Descriptores: Diseño universal para el aprendizaje; Educación inclusiva; Profesorado; Evaluación. The universal design for learning has been studied in recent years as a model for addressing diversity in the classroom. However, there are few scientific studies that provide data on their efficacy. The aim of this paper is to validate a tool which to evaluate the perceptions based on universal design for learning framework by professional, via confirmatory factor analysis, with a sample of 230 professionals. Reliability, factorial and criterial validity estimates are presented. A final scale was composite with 26 items: 9 items for principle 1, 8 items for principle 2 and 9 items for principle 3. Overall, the results shown that the scale had an adequate three-factor confirmatory solution, satisfying reliability indices, and adequate criterion-related validity. The authors conclude that we must advance in the effective measurement of UDL in the scientific literature, that the concept is constantly evolving and that, therefore, scientific literature and academic work should accompany this trend based on inclusion and the right of everyone to have an equal opportunity education.

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Applying a Universal Design for Learning Framework to Mediate the Language Demands of Mathematics

Cited by 27 publications

References 63 publications

Influences of Visual Attention and Reading Time on Children and Adults

Influences of Visual Attention and Reading Time on Children and Adults

Fraction Symbols and their Relation to Conceptual Knowledge

Validación de Instrumento para Medir las Percepciones de los Docentes sobre el Diseño Universal para el Aprendizaje

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