Assistance of students with mathematical learning difficulties: how can research support practice?

Scherer, Petra; Beswick, Kim; DeBlois, Lucie; Healy, Lulú; Opitz, Elisabeth Moser

doi:10.1007/s11858-016-0800-1

Cited by 61 publications

(56 citation statements)

References 74 publications

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“…This observation should be an important prerequisite for apprising the educational usefulness of the proposed tool in a teaching practice. Nevertheless, our view (that is also supported by other recent study (Scherer et al , )) is that multimodal resources enhance children’s perception and facilitate the grasp of specific geometric relations. Currently, we plan to develop more user friendly versions of the applications in cooperation with a software company that will take into account users’ feedback.…”

Section: Discussionsupporting

confidence: 88%

Interactive sonification of images in serious games as an education aid for visually impaired children

Radecki¹,

Bujacz²,

Skulimowski³

et al. 2019

Brit J Educational Tech

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The paper presents an application for interactive sonification of images intended for use on mobile devices in education of blind children at elementary school level. The paper proposes novel sonification algorithms for converting colour and grayscale images into sound. The blind user can interactively explore image content through multi‐touch gestures and select image sub‐regions for sonification with real‐time control of the synthesized sound parameters such as amplitude, frequency and timbre. Additionally, images may contain text fields read by text‐to‐speech synthesizer. The usability of one of the proposed sonification schemes is tested by collecting data on the tracking accuracy and recognition speed of basic shapes, such as lines, curves, as well as figures and simple functions. In order to facilitate the learning process for blind children, a number of games were proposed that use the devised sonification schemes. The first game—“Hear the Invisible”—is intended for two players—one child draws a shape and the task of the other one is to guess the displayed shape by means of the available sonification methods. The second proposed game is “Follow the Rabbit” and is intended for a single player who tracks a colourful “Rabbit” that runs along a path representing a given geometric shape. The obtained results show that the proposed sonification methods allow to reach previously unattainable levels of flexibility in exploration of shapes and colours. The main application of the described interactive tool is to teach geometry and mathematics in schools for blind children. The developed games are meant to enhance the learning process and motivate the children. What is known about the topic Sonification is a generic term for data‐based non‐speech sound generation. Interactive sonification is a relatively fresh area of study, where the listener heavily influences the process of sound synthesis. Earlier studies on sonification and educational computer games have shown that it is possible to demonstrate shapes such as plots and geometry using only non‐verbal sounds. What the paper adds The paper proposes an interactive sonification algorithm that can be used on greyscale or colour images using additive synthesis and the HSV colour representation. The presented software also allows to record and analyse user interaction with the images, making it a good research tool for current and future sonification algorithms. The paper presents a pilot study with blind children using two games that improve the learning process of the proposed algorithms. Implications for practice and/or policy Once the software is openly released it can be easily installed on any Android OS device to allow blind users to analyse images by touch. The proposed games train the users the basics of the sonification algorithm in a competitive context. The software can be especially useful in education of blind children, eg, in teaching geometry, math and in training visual and spatial imagination.

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Section: Discussionsupporting

confidence: 88%

Interactive sonification of images in serious games as an education aid for visually impaired children

Radecki¹,

Bujacz²,

Skulimowski³

et al. 2019

Brit J Educational Tech

View full text Add to dashboard Cite

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“…Various gaps such as these exist today; for instance, both gender differences and an achievement gap between majority and minority students are frequently visible in mathematics assessments (e.g., OECD 2013a(e.g., OECD , 2015Klenowski 2009). Indeed, we could point to several cases of inequitable assessment practices, for example with regard to centralised versus decentralised national examinations (Wößmann 2005) or assessments of students with special needs (Scherer et al 2016). In this review paper we use gender differences and the achievement gap between majority and minority students to illustrate how equity issues are linked to methodology and policy.…”

Section: Equity Issuesmentioning

confidence: 99%

Assessment in mathematics education: responding to issues regarding methodology, policy, and equity

Nortvedt

Buchholtz

2018

ZDM Mathematics Education

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In educational contexts, assessments may be designed to target students, preservice teachers, or teachers, either as individuals or as representatives of a group, and for a multitude of purposes. One key aim of assessment in mathematics education is to provide evidence that can be used to make decisions about or improve mathematics education, which then raises questions about which aspects of mathematical competence should be assessed-as well as how and for what purpose. This review paper addresses three related themes: (1) issues related to the assessment process and to the development of assessments that can validly assess mathematical competence in all its complexity; (2) issues related to educational policy and policy-making based on assessment data, in particular the reciprocal relationship between assessment and policy; and (3) issues related to equity, such as gender issues or the achievement gap between majority and minority students. Awareness of the relation between assessment, teaching, and learning is shown throughout the paper. Strong relationships between the three focus areas are found, that impact assessment validity and call for further development of assessment practices in mathematics education.

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“…This view contrasts with many intervention approaches that consider mathematics learning difficulties from a medical or psychological paradigm rather than as a social construct. Magne (2003) extensive review of the literature on special educational needs in mathematics found that a medical model was adopted in the majority of studies surveyed; this positions mathematics difficulties as innate deficiencies as opposed to a socially, culturally, and politically constructed facet of identity and experience (Scherer et al 2016). In the EMU approach, teachers focus on designing rich learning environments for all students that are responsive to differences in how children learn.…”

Section: The Extending Mathematical Understanding (Emu) Intervention mentioning

confidence: 99%

“…It commissioned a survey team to examine the state of the art with respect to the Assistance of students with mathematical learning difficulties-How can research support practice? (Scherer et al 2016). The survey results highlight shifting paradigms in understanding mathematics learning difficulties, and found that approaches for identifying and assisting children are moving away from medical models towards more inclusive approaches.…”

Section: Introductionmentioning

confidence: 96%

The Impact and Challenges of Early Mathematics Intervention in an Australian Context

Gervasoni

2018

Invited Lectures From the 13th International Congress on Mathematical Education

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This paper explores the design and longitudinal effect of an intervention approach for supporting children who are mathematically vulnerable: the Extending Mathematical Understanding (EMU)-Intervention approach. The progress over three years of Grade 1 children who participated in the intervention was analysed and compared with the progress of peers across four whole number domains. The findings show that participation in the EMU program was associated with increased confidence and accelerated learning that was maintained and extended in subsequent years for most children. Forty per cent of children were no longer vulnerable in the year following the intervention, and others were vulnerable in fewer domains. Comparative data for non-EMU participants highlights the wide distribution of mathematics knowledge across all children in each grade level. This explains why classroom teaching is so complex and highlights the challenges teachers face in providing inclusive learning environments that enable all students to thrive.

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Assistance of students with mathematical learning difficulties: how can research support practice?

Cited by 61 publications

References 74 publications

Interactive sonification of images in serious games as an education aid for visually impaired children

Interactive sonification of images in serious games as an education aid for visually impaired children

Assessment in mathematics education: responding to issues regarding methodology, policy, and equity

The Impact and Challenges of Early Mathematics Intervention in an Australian Context

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