Assistive Technology and Mathematics Education

Akpan, Joseph; Beard, Lawrence A.

doi:10.13189/ujer.2014.020303

Cited by 25 publications

(10 citation statements)

References 4 publications

(2 reference statements)

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“…Additionally, it was demonstrated that the creation of PBL-based learning resources enhanced junior high school students' construction skills (Sutarto, Dwi Hastuti, et al, 2022). Assistive technology had the potential to assist students with special needs, according to research so far (Akpan & Beard, 2014;Buehler et al, 2015;Daroni et al, 2018;Morelent, 2015;Wong & Cohen, 2011). Some of this research focused on the design of assistive technology systems in the form of mobile applications.…”

Section: International Journal On Recent and Innovation Trends In Com...mentioning

confidence: 99%

“…According to Daroni et al (2018) and Sutarto, Hastuti, et al 2022, assistive technology is a type of technological solution that is specifically made to address problems that people with special needs are unable to solve. The development of assistive technology can take the shape of assisting tools that enhance students' practical skills (Akpan & Beard, 2014).…”

Section: Amentioning

confidence: 99%

“…The creation of assistive technology, which tries to enhance students' capacity to construct hypotheses, is one way to support students who struggle with learning. According to Daroni et al Akpan & Beard (2014), assistive technology refers to technical advancements made expressly to help people with special needs overcome obstacles that are tough for them. The use of assistive technology aims to motivate and entertain students as well as provide continuing support that promotes independent learning and aids in task completion.…”

Section: Introductionmentioning

confidence: 99%

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Development of Mobile Application-Based Assisttive Technology to Improve Slow Learner Students' Conjecturing Ability

Sutarto

2023

IJRITCC

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Development of software for mobile applications has grown in significance in the current digital era. The goal of this project is to create mobile-based software that can enhance slow learners' conjecturing skills during the learning process. Rapid Application Development (RAD), a technique well-known for its iterative and collaborative approach, was utilized to create this program. Software development that is quick, flexible, and more user-centered is made possible by RAD. The steps of software development, such as user requirement analysis, application design, implementation, and testing, were discussed in this study. We also emphasize the importance of actively involving users in the development process to ensure that the software meets their needs and expectations. The results of software quality testing show that the software developed meets ISO-9126 standards. It covers important aspects such as reliability, efficiency and usability, earning Good criteria. Meanwhile, only the maintainability and portability aspects received sufficient criticality. It can be concluded that in general the quality of the software developed is good in accordance with ISO-9126.

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Section: International Journal On Recent and Innovation Trends In Com...mentioning

confidence: 99%

Section: Amentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Development of Mobile Application-Based Assisttive Technology to Improve Slow Learner Students' Conjecturing Ability

Sutarto

2023

IJRITCC

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“…The research showed that students with Special Educational Needs are struggling to learn mathematics compared to other students without it (Akpan and Beard, 2014). For example, showed that the majority of mathematics and science relies on visual instruction, so learning math and science concepts is a great challenging task for students with visual impairment and blindness.…”

Section: Introductionmentioning

confidence: 99%

Technology as a tool for assisting students with special educational needs to learn and like mathematics and science: a literature review

Iyamuremye¹,

Nsabayezu²,

Mbonyiryivuze³

et al. 2023

JClassPrac

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Students with Special Educational Needs are encouraged to achieve high academic standards in Mathematics and Science education to better understand the natural world, develop life skills, and achieve career success. In this regard, digital technology assists students with disabilities in achieving Mathematics and Science literacy. This article presents a systematic literature review on the role of technology in Science education for students with Special Education Needs. An extensive search in academic databases yielded 24 journal articles from 2006 to 2022. These 24 empirical studies’ were reviewed through electronic databases, including Scopus, ERIC, Google Scholar, and Science Direct. The findings demonstrate that using assistive technology in Mathematics and Science education had a major positive impact on students’ motivation, attitude, and academic performance. Positive learning outcomes probably depend on how digital technology is used, specifically the capabilities of each unique technological implementation. For evidence-based research designs in digitally supported learning environments for students with Special Education Needs, digital technology and its affordances are recommended, among other quality indicators.

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“…The Internet and assistive technologies (ATs) are mandatory for courses offered in ERT and online mode [1,2]. The ATs can also be referred to as key tools or devices that enable students to access ERT courseware, participate actively in the education process, and support inclusive education [3], for example, remembering lectures, solving problems, aligning tasks, writing, and managing, storing, and retrieving information [4,5]. AT is widely used to ensure appropriate educational opportunities to all students, including students with learning disabilities [3,6], at-risk students [7][8][9][10], and gifted and talented students [11].…”

Section: Introductionmentioning

confidence: 99%

Assistive Technologies: Saviour of Mathematics in Higher Education

Reddy

Chand

et al. 2021

Front. Appl. Math. Stat.

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The pervasion and inclusion of new technologies into teaching and learning processes are continuously changing the higher education landscape. Selected and specific technologies termed as “assistive technologies” are being used as key tools for enabling students to access education and actively and independently participate in the education process, improving learning and supporting inclusive education. This paper presents students’ perception of the use of various assistive technologies such as mobile learning, tablet learning, lecture capture, gamification, and online intelligent systems that have been developed for learning and student support at a higher education institute. There is also a broad discussion on how these can be adopted and adapted in mathematics learning in higher education. It is well documented that students have low-esteem toward or while doing the subject and have math phobia, particularly in higher education. An online questionnaire on the students’ perception of using assistive technologies was deployed to the mathematics students. The results show that assistive technologies are indeed a saviour of mathematics with a significantly positive attitude garnered toward using them for learning mathematics.

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Assistive Technology and Mathematics Education

Cited by 25 publications

References 4 publications

Development of Mobile Application-Based Assisttive Technology to Improve Slow Learner Students' Conjecturing Ability

Development of Mobile Application-Based Assisttive Technology to Improve Slow Learner Students' Conjecturing Ability

Technology as a tool for assisting students with special educational needs to learn and like mathematics and science: a literature review

Assistive Technologies: Saviour of Mathematics in Higher Education

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