Collaborative Research: Solving Problems of Mathematics Accessibility with Process-Driven Math

为了满足STEM劳动力的需求，并继续拥有受过良好教育的公民，本科数学教学必须对所有人群有效。该项目将以大学代数为中心，为盲人或视障（BVI）学生以及有其他阅读障碍的学生提供服务。这些人群历来没有得到大学数学教学的充分服务。奥本大学蒙哥马利分校（AUM）的研究人员开发了一种创新的、基于证据的数学教学和评估方法，称为过程驱动数学（PDM），它大大减少了这一群体参与的障碍。PDM方法的基础是学生和作为阅读者和抄写员的人类中介之间的交互式听觉/口头语言交换。在这个项目中，AUM正在与莱斯大学、奥本大学和Bridge Multimedia合作，调查PDM在教学和评估学生学习方面的好处。研究和开发活动将特别关注大学代数课程，并将相关注意力放在盲人学校的代数课程上。这些活动将在四所高等教育机构进行，包括一所两年制学院和三所国立盲人学校。该项目将由一个在数学、数学教育、特殊教育、教育研究和数学可及性方面具有专业知识的多学科团队进行。该项目的具体目标是进一步开发、测试、完善和准备过程驱动数学，以扩大规模，改善所有学生（残疾学生和非残疾学生；STEM和非STEM专业）的数学学习。代数表达式中语法的艰巨性给许多通过听力来学习数学的残疾学生带来了障碍（例如认知负荷）。PDM方法采用分块法，减轻了BVI数学学生工作记忆的认知负荷。该方法的内在基础是学习通用设计（提供参与、表示、行动和表达的各种方法）和以用户为中心的设计（吸引用户获得他们的需求和愿望的第一手观点，以便设计和开发能够最佳地满足他们需求的工具）。本研究将探讨学生的数学自我效能感、学生的数学错误、学生对数学教育的看法，以及大学教师如何倾向于向英属维尔京群岛学生教授数学。采用自我效能评估、学习评估、焦点小组和访谈的混合方法，该研究将考虑以下变量：学生的专业（STEM与非STEM）、学生的残疾状况人口统计（残疾学生[盲人/视力受损或其他印刷品残疾]与无残疾学生相比）、使用PDM与Nemeth（或其他数学盲文）的教学，以及使用以用户为中心的设计。

To meet the needs of the STEM workforce, as well as to continue to have an educated citizenry, undergraduate mathematics instruction must be effective for all segments of the population. This project will center on college algebra for students who are blind or visually impaired (BVI) and those who have other print disabilities. These populations have historically been underserved by college mathematics pedagogies. Investigators at Auburn University at Montgomery (AUM) have developed an innovative, evidence-based method of mathematics instruction and assessment, called Process-Driven Math (PDM), which substantially reduces barriers to participation for this population. The PDM method is based on an interactive auditory/verbal exchange of language between the student and a human intermediary who functions as both reader and scribe. For this project, AUM is partnering with Rice University, Auburn University, and Bridge Multimedia to investigate the benefits of PDM for teaching as well as assessing student learning. The research and development activities will focus specifically on college algebra courses, with related attention to algebra courses at schools for the blind. Those activities will be conducted at four institutions of higher education, including one two-year college, and three state schools for the blind. The project will be conducted by a multi-disciplinary team with expertise in mathematics, mathematics education, special education, education research, and mathematics accessibility.The specific objective of the project is to further develop, test, refine, and prepare Process-Driven Math for scaling to improve mathematics learning for all students (students with and without disabilities; STEM and non-STEM majors). The enormity of syntax in algebraic expressions creates barriers (e.g., cognitive load) for many students with disabilities who access their mathematics by listening to it. The PDM method employs chunking, which reduces the cognitive load on working memory for mathematics students who are BVI. Inherent in the method are bases in Universal Design for Learning (providing various methods of engagement, representation, action, and expression) and User-Centered Design (engaging users to gain firsthand perspectives of their needs and desires in order to design and develop tools that will optimally meet their needs). The research will address questions related to students' mathematics self-efficacy, students' mathematical errors, students' perceptions of mathematics education, and how college faculty tend to approach teaching mathematics to students who are BVI. Using a mixed-methods approach with self-efficacy assessments, learning assessments, focus groups, and interviews, the study will consider variables such as: students' majors (STEM versus non-STEM), students' disability status demographics (students with disabilities [blind/visually impaired or other print disabilities] compared to students without disabilities), instruction using PDM vs. Nemeth (or other mathematical braille), and use of user-centered design.