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

协作研究：用过程驱动的数学解决数学可及性问题

• 批准号: 1726254
• 负责人: Canek Phillips
• 金额: $ 29.34万
• 依托单位: William Marsh Rice University
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2017
• 资助国家: 美国
• 起止时间: 2017-08-15 至 2022-07-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1726254&HistoricalAwards=false
• 关键词: Collaborative; Research; Solving; Problems; Mathematics

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.

为了满足STEM劳动力的需求，以及继续拥有受过教育的公民，本科数学教学必须对所有人群有效。这个项目将集中在大学代数谁是盲人或视障（英属维尔京群岛）和那些谁有其他打印障碍的学生。这些人口在历史上一直没有得到大学数学教育的充分服务。奥本大学蒙哥马利分校（AUM）的研究人员开发了一种创新的、以证据为基础的数学教学和评估方法，称为过程驱动数学（PDM），它大大减少了这一人群的参与障碍。PDM方法是基于学生和作为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与莱斯大学、奥本大学和桥多媒体合作，调查PDM对教学和评估学生学习的好处。研究和发展活动将特别侧重于大学代数课程，并对盲人学校的代数课程给予相关关注。这些活动将在四所高等教育机构进行，其中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，其具体目标是进一步开发、测试、完善和准备过程驱动数学，以提高所有学生（残疾和非残疾学生; STEM和非STEM专业学生）的数学学习。代数表达式中语法的复杂性造成了障碍（例如，认知负荷）。PDM方法采用组块，减少了BVI数学学生工作记忆的认知负荷。该方法的内在基础是通用学习设计（提供各种参与，表示，行动和表达的方法）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，以便设计和开发最佳满足他们需求的工具）。本研究将探讨与学生的数学自我效能感，学生的数学错误，学生的数学教育的看法，以及如何大学教师倾向于接近数学教学的学生谁是英属维尔京群岛的问题。使用自我效能评估，学习评估，焦点小组和访谈的混合方法，研究将考虑以下变量：学生专业（STEM与非STEM），学生的残疾状况人口统计数据（残疾学生[盲人/视力障碍或其他印刷障碍]与非残疾学生相比），使用PDM与Nemeth的教学（或其他数学盲文），并使用以用户为中心的设计。

项目成果

Solving Problems of Mathematics Accessibility with Process-Driven Math: Methods and Implications

用过程驱动的数学解决数学可及性问题：方法和启示

• 发表时间: 2018
• 期刊: ASEE annual conference & exposition proceedings
• 作者: Phillips, C.M.L.;Gulley, A.P.;Pearson, Y.E.;Smith, L.E.;Eyler, J.;Noble, S.;Ragland, M.;Price, J.;Shethia, A.K.;Perez, L.
• 通讯作者: Perez, L.