Technological Practices of Middle Years Students with Mathematics Learning Disabilities

Autor/in	Armstrong, Alayne
Titel	Technological Practices of Middle Years Students with Mathematics Learning Disabilities
Quelle	In: Canadian Journal of Science, Mathematics and Technology Education, 22 (2022) 2, S.376-391 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Armstrong, Alayne)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1492-6156
DOI	10.1007/s42330-022-00208-3
Schlagwörter	Mathematics Instruction; Middle School Students; Student Attitudes; Learning Disabilities; Grounded Theory; Foreign Countries; Technology Uses in Education; Video Technology; Grade 6; Grade 8; Access to Education; Teaching Methods; Student Centered Learning; Handheld Devices; Information Technology; Canada + Suchen Sie Ihr Suchwort? Mathematics lessons; Mathematikunterricht; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Schülerverhalten; Learning handicap; Lernbehinderung; Ausland; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; School year 06; 6. Schuljahr; Schuljahr 06; School year 08; 8. Schuljahr; Schuljahr 08; Education; Access; Bildung; Zugang; Bildungszugang; Teaching method; Lehrmethode; Unterrichtsmethode; Group work; Student-entered learning; Student-centred learning; Student centred learning; Schülerorientierter Unterricht; Schülerzentrierter Unterricht; Gruppenarbeit; Informationstechnologie; Kanada
Abstract	In recent years, the use of personal electronic devices has become widespread in Canadian society, and many Canadian schools are adopting "bring your own device" policies. This exploratory research investigates the technological practices of middle years students with mathematics learning disabilities who use personal electronic devices to support their learning. Video-recorded semi-structured interviews were conducted with 14 participants in grades 6 and 8 at four schools in two western Canadian cities. Through grounded theory, themes related to the principles of the Universal Design for Learning emerged, suggesting that participants' practices with their personal electronic devices indeed helped them to access text content, and express their knowledge and understanding related to school mathematics. This study identifies some learner-driven practices, providing a stronger voice to students with mathematics learning disabilities in suggesting better ways to make use of everyday technology as a learning support. (As Provided).
Anmerkungen	Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01