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)支持初高中盲人学生获得数学知识，这是一个为期24个月、价值30万美元的奖项，由残疾教育研究(RDE)项目的重点研究倡议(FRI)项目资助。该项目的主要目标是解决初中生数学成绩相对较差的问题，这些学生是盲人，有能力参与STEM领域的学习。这一目标是通过一系列实验来实现的，以研究三(3)个主要目标：调查盲生的数学问题解决认知过程，重点关注与成功的问题表征相关的应用题的特点；评估数学动机对盲生数学学习的贡献，关注求助和坚持等自我调节行为；以及采用基于技术的教学来帮助盲生提高数学问题解决能力。这个项目建立在PI目前和之前关于非残疾学生数学辅导技术认知和动机结果的先前成功工作的基础上，该工作由国家科学基金会(DRL-0411886)和美国教育部教育科学研究所(R305K050086)资助。这个来自南加州大学(USC)的经验丰富的团队由一位专家研究心理学家领导，正在对盲人初中生和高中生进行三(3)项实验，使用准实验设计来比较盲人学生彼此之间的数学表现以及视力正常的学生的数学表现。这些实验涉及60名失明的初中生和高中生，他们是通过与洛杉矶联合学区(LAU.S.)视觉障碍学生计划的现有合作伙伴关系招募的。有视力的学生的数据包括来自60名有视力的同龄人的比较数据，以及使用来自500多名有视力的学生受试者的表现数据的现有数据集。该项目主要针对Firi Track目标中的一(1)项：为STEM中的残疾人调查有效的教学方法和实践。佛罗里达州立大学的经验丰富的独立外部评估员Valerie Shute正在执行一项形成性和总结性的项目评估计划。其他形成性项目的投入由一个专家顾问团队提供，他们在盲人学生的STEM教育、空间认知和工作记忆以及学习技术的使用方面经验丰富。还有一项传播计划，其中包括与RDE社区分享信息和在同行评审的专业期刊上发表文章。

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.