eText, Mathematics, and Students with Visual Impairments

Bouck, Emily C.; Meyer, Nancy K.

doi:10.1177/004005991204500206

Cited by 13 publications

(6 citation statements)

References 14 publications

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“…These materials include books, mathematical or scientific journals, online courses, and application software used for a variety of educational and professional purposes. By making these resources intrinsically accessible, there is great potential to overcome limitations often encountered by students with disabilities in the conversion of mathematical texts into alternative formats, such as embossed braille, large print, and recorded audio (Bouck & Meyer, 2012). In principle, this access could be achieved in a timely manner and in ways that meet individuals' needs, thus approximating true equality much more closely than approaches based on conversion of print media into conventional specialized formats have been able to accomplish.…”

Section: Significance Of the Problemmentioning

confidence: 99%

The Accessibility of Mathematical Notation on the Web and Beyond

White¹

2020

JSESD

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This paper serves two purposes. First, it offers an overview of the role of the Mathematical Markup Language (MathML) in representing mathematical notation on the Web, and its significance for accessibility. To orient the discussion, hypotheses are advanced regarding users’ needs in connection with the accessibility of mathematical notation. Second, current developments in the evolution of MathML are reviewed, noting their consequences for accessibility, and commenting on prospects for future improvement in the concrete experiences of users of assistive technologies. Recommendations are advanced for further research and development activities, emphasizing the cognitive aspects of user interface design.

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Section: Significance Of the Problemmentioning

confidence: 99%

The Accessibility of Mathematical Notation on the Web and Beyond

White¹

2020

JSESD

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“…It is thought that the realization of future virtual reality based studies with different academic content and different diagnosed groups in special education will provide important contributions in determining effective teaching processes. (Bouck, 2009;Bouck & Meyer, 2012;Ramani & Siegler, 2008;Seo & Woo, 2010). Sınıfta dijital teknolojinin kullanımı, bilgisayar ve İnternet erişimi ülke çapındaki okullarda yaygınlaşmaya devam etmektedir (Atakan, 2010;MEB, 2011;Kayaduman, Sırakaya ve Seferoğlu, 2011;Öztürk, 2014;Uşun, 2004).…”

Section: Necatibey Eğitim Fakültesi Elektronik Fen Ve Matematik Eğitimi Dergisi Necatibey Faculty Of Education Electronic Journal Of Sciementioning

confidence: 99%

The Effectiveness of Virtual Reality-Based Teaching Material on Geometry Related Problem Solving in Students with Learning Disabilities

Altun

Kahveci

2019

Necatibey Eğitim Fakültesi Elektronik Fen Ve Matematik Eğitimi Dergisi

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The past ten years have generated significant research toward improving the mathematical academic outcomes of students with learning disabilities. In this effort, the role of technology in the classroom, both highand low-tech, has gained significant attention for students with disabilities. The use of manipulatives is a form of technology with an established research base. Although concrete manipulatives in instructional practice have been thoroughly studied, the emergence of virtual manipulatives presents teachers with new options for teaching mathematics to elementary and secondary students. This article focuses the use of virtual manipulatives for students with disabilities while highlighting the benefits they pose, such a providing students with flexible options for learning, promoting student autonomy, and offering educators a wider range of options. In the study, the number of correct answers given to the area and volume questions related to the cube, square and rectangular prisms by the virtual teaching material were examined in 3 students with hyperactivity accompanying the learning difficulties. In the research conducted with the multiple probe across participants design, it is possible to say that the implementation of teaching through virtual reality platforms supports the continuation of attention to a certain point and it provides an advantage by having fun applications and increasing the number of correct responses to the geometry problems.

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“…Recent research provides abundant evidence that technology is and will continue to play a more prominent role in 21 st Century inclusive classrooms (Hardman, in press). For example, special educators are using Web 2.0 to differentiate instruction in mathematics (Bouck & Meyer, 2012), writing (Jones, 2012;Olthouse & Miller, 2012), and to create video models to teach the generalization of new skills (Carnahan, Basham, Christman, & Hollingshead, 2012). They use wikis, blogs, vlogs, and social networks to support group planning and collaboration (Charles & Dickens, 2012); Web-based software to design and conduct curriculum based assessment and to manage data collection and analysis (Goo, Watt, Park, & Hosp, 2012); and Webquests, gaming, cloud computing, Apps, and the flipped classroom to enhance the differentiation of instruction (Bender, 2012).…”

Section: Preparing Special Educators To Lead 21st Century Learning Comentioning

confidence: 99%

How Pedagogy 2.0 Can Foster Teacher Preparation and Community Building in Special Education

Hardman

2015

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This paper describes how one teacher educator used action research methodology to investigate the feasibility of using Web 2.0 technology to build a virtual professional learning community (PLC) in special education to support the preparation of highly qualified special education teachers. Study participants included 218 pre-service and in-service teachers who joined the virtual PLC over a four-year period. Data were collected using two Web 2.0 tools, wiki and Ning, and analyzed to evaluate the degree to which the virtual community met the essential characteristics of a PLC. The results showed that 200 of the 218 graduate students who joined the PLC as graduate students continued their membership after graduation but participated in community work as observers only, rarely if ever contributing anything to community growth and development. The implication of the results are discussed with respect to the importance of preparing teachers for service in today's modern 21 st Century academically diverse, inclusive learning communities.

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eText, Mathematics, and Students with Visual Impairments

Cited by 13 publications

References 14 publications

The Accessibility of Mathematical Notation on the Web and Beyond

The Accessibility of Mathematical Notation on the Web and Beyond

The Effectiveness of Virtual Reality-Based Teaching Material on Geometry Related Problem Solving in Students with Learning Disabilities

How Pedagogy 2.0 Can Foster Teacher Preparation and Community Building in Special Education

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