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Preparing for College: Using Technology to Support Achievement for Students with Learning Disabilities in Mathematics

为大学做准备：利用技术支持有数学学习障碍的学生取得成绩

基本信息

批准号：
0931237
负责人：
Beverly Woolf
金额：
$ 12.07万
依托单位：
University of Massachusetts Amherst
依托单位国家：
美国
项目类别：
Standard Grant
财政年份：
2009
资助国家：
美国
起止时间：
2009-10-01 至 2011-09-30
项目状态：
已结题

来源：
https://www.nsf.gov/awardsearch/showAward?AWD_ID=0931237&HistoricalAwards=false
关键词：
Preparing College Using Technology Support

项目摘要

The Preparing for College: Using Technology to Support Achievement for Students with Learning Disabilities in Mathematics project will advance knowledge about improved learning, motivation and achievement of undergraduate students with mathematics learning disabilities when using digital interventions. This demonstration research project will result in pilot-tested interventions, which will serve as the basis for more advanced studies of how students with learning disabilities learn math in a cyber-enabled environment. The primary intervention tool for this project is a cyber-enabled mathematics tutor, "Wayang Outpost," that helps students solve challenging test problems, teaches explicitly, and uses visual representations to help students learn. Modifications to the tutoring system will be piloted that address cognitive, metacognitive, and affective dimensions of the system, corresponding to the representation/expression and engagement strands underlying universal design for learning.This demonstration research pilot project will include testing a series of interventions with undergraduates in developmental mathematics classes at the University of Massachusetts and at Arizona State University. The project will target approximately 200 undergraduates, with and without learning disabilities, across four classrooms in experimental and control conditions.

准备上大学：使用技术支持数学学习障碍学生的成就项目将提高对数学学习障碍本科生在使用数字干预时改善学习、动机和成就的知识。这一示范研究项目将产生经过试点测试的干预措施，作为更深入研究有学习障碍的学生如何在网络环境中学习数学的基础。该项目的主要干预工具是一个基于网络的数学导师--“瓦阳前哨”，它帮助学生解决具有挑战性的考试问题，明确地教授，并使用视觉呈现来帮助学生学习。对辅导系统的修改将进行试点，以解决系统的认知、元认知和情感维度，对应于普遍学习设计背后的表征/表达和参与链。这一示范研究试点项目将包括在马萨诸塞大学和亚利桑那州立大学的本科生发展数学课堂上测试一系列干预措施。该项目将针对大约200名本科生，包括有学习障碍和没有学习障碍的学生，在实验和控制条件下的四个教室。