RDE-FRI: Supporting Math Access for Middle and High School Blind Students Through Adaptive Math Tutoring Technology (STEM Access)

RDE-FRI项目：通过自适应数学辅导技术（STEMAccess）支持初中和高中盲人学生的数学学习是一项为期24个月，由残疾人教育研究（RDE）计划的重点研究计划（FRI）资助的30万美元的奖项。 该项目的主要目标是解决盲人和有学术能力参与STEM领域的初中和高中学生相对较差的数学成绩。 本研究通过一系列的实验来研究三个主要目标：调查盲生数学问题解决的认知过程，重点关注与成功问题表征相关的应用题特征;评价数学动机对盲生数学学习的贡献，重点关注自我调节行为，如求助和坚持;以及适应基于技术的教学，以帮助提高盲人学生的数学问题解决。 该项目建立在PI目前和以前的工作的认知和动机的结果辅导技术的非残疾学生在数学是由美国国家科学基金会资助之前的成功（DRL-0411886）和美国教育部教育科学研究所（R305 K 050086）。这个经验丰富的团队来自南加州大学（USC），由一位专家研究心理学家领导，使用准实验设计对盲人中学生和高中生进行三（3）次实验，以比较盲人学生的数学表现以及视力正常学生的数学表现。 这些实验涉及60名初中和高中学生，他们是盲人，并通过与洛杉矶联合学区（LAUSD）视力障碍学生计划的现有合作伙伴关系招募。 视力正常的学生的数据包括来自60名视力正常的同龄人的比较数据，以及使用来自500多名视力正常的学生受试者的现有数据集。该项目主要解决一（1）的FRI跟踪目标：调查有效的教学方法和实践，为残疾人在干。 佛罗里达州立大学的一位经验丰富的独立外部评价员Valerie Shute正在执行一项形成性和总结性项目评价计划。额外的形成性项目输入由一组专家顾问提供，他们在盲人学生的STEM教育，空间认知和工作记忆以及使用技术进行学习方面经验丰富。 还有一个传播计划，其中包括与RDE社区分享信息，并在同行评审的专业期刊上发表。

The project RDE-FRI: Supporting Math Access for Middle and High School Blind Students Through Adaptive Math Tutoring Technology (STEMAccess) is a 24-month, $300,000 dollar award funded by the Research in Disabilities Education (RDE) program's Focused Research Initiatives (FRI) track. The primary goal of this project is to address the relatively poor math achievement of middle and high school students who are blind and who have the academic ability to participate in STEM fields. This goal is addressed through a series of experiments to study three (3) primary objectives: The investigation of math problem solving cognitive processes in blind students with a focus on characteristics of word problems associated with successful problem representation; the evaluation of the contribution of mathematics motivation to math learning in blind students with a focus on self-regulated behaviors such as help-seeking and persistence; and the adaptation of technology-based instruction to help improve math problem solving in blind students. This project builds on the prior success of the PI's current and previous work on the cognitive and motivational outcomes of tutoring technology for non-disabled students in mathematics that was funded by NSF (DRL-0411886) and the US Education Department's Institute of Educational Sciences (R305K050086).This highly experienced team from the University of Southern California (USC), which is lead by an expert research psychologist, is conducting three (3) experiments with blind middle and high school students using quasi-experimental designs to compare the mathematics performance of the blind students to each other and to the mathematics performance of sighted students. The experiments involve 60 middle and high school students who are blind and recruited through an existing partnership with the Los Angeles Unified School District's (LAUSD) Program for Students with Visual Impairments. The data for the sighted students includes comparison data from 60 sighted peers as well as using an existing dataset with performance data from over 500 sighted student subjects. The project primarily addresses one (1) of the FRI track goals: To investigate effective instructional methods and practices for people with disabilities in STEM. There is a formative and summative project evaluation plan being conducted by an experienced independent external evaluator, Valerie Shute, from Florida State University. Additional formative project input is provided by a team of expert advisors who are experienced in STEM education for blind students, spatial cognition and working memory, and the use of technologies for learning. There is also a dissemination plan which includes sharing information with the RDE community and publishing in peer-reviewed professional journals.