WTG: Diffusion of Research on Supporting Mathematics Achievement for Youth with Disabilities through Twitter Translational Visual Abstracts

所有学生都有数学成功的潜力，应该获得高质量的数学教学。然而，残疾学生的数学成绩往往低于无残疾的同龄人，在美国的科学，技术，工程和数学（STEM）教育中的代表性大大不足。此外，研究与实践之间的差距意味着，可能使残疾学生受益的数学策略并没有持续地进入课堂。数学学习的这些障碍可能会限制学生的职业机会，并剥夺社会包容性STEM劳动力。该项目旨在制定有效的战略，与教师分享以数学为重点的研究，这可能有助于减少残疾青年在数学和STEM成果方面的不平等。该项目将探讨（a）传播研究的当前和创新战略，重点是支持残疾学生的数学学习，（B）通过社交媒体传播研究（即，Twitter）给教师观众。该项目通过其研究活动支持多元化的STEM劳动力，并为在STEM职业中继续代表性不足的残疾本科生提供资助的STEM相关研究经验。研究计划涉及稳健干预混合方法设计。第一阶段需要使用Altmetrics和定性内容分析来分析从业者期刊，以描述近年来在Twitter上分享的支持残疾学生的以医学为重点的文章是否、如何以及由谁分享。第二阶段利用与特殊儿童理事会的伙伴关系。一项随机对照试验将比较90篇专注于残疾青年数学学习的文章的传播情况（a）没有CEC Twitter推广，（B）基于文本的CEC Twitter推广，以及（c）使用翻译视觉摘要（TVA;从业者期刊文章的简明信息图表型概述）的创新CEC Twitter推广。项目研究结果将为TVA的设计和共享提供指导，并将通过培训网络研讨会和其他可访问的材料进行共享，从而为研究人员、期刊和专业组织提供新的方法，以改善研究交流工作，缩小持续存在的研究与实践差距。该奖项反映了NSF的法定使命，并通过使用基金会的知识价值和更广泛的影响审查标准进行评估，被认为值得支持。

All students have the potential for mathematics success and deserve access to high-quality mathematics instruction. Yet students with disabilities tend to have lower mathematics achievement than peers without disabilities and are vastly underrepresented in science, technology, engineering, and mathematics (STEM) education in the United States. Furthermore, the gap between research and practice means that mathematics strategies that could benefit students with disabilities are not consistently reaching the classroom. Such barriers to mathematics learning may limit students’ career opportunities and deprive society of an inclusive STEM workforce. This project seeks to develop effective strategies for sharing mathematics-focused research with a teacher audience, which may help to reduce inequality in mathematics and STEM outcomes for youth with disabilities. The project will explore (a) current and innovative strategies for communicating research focused on supporting mathematics learning for students with disabilities and (b) the diffusion of research via social media (i.e., Twitter) to a teacher audience. The project supports a diverse STEM workforce through its research activities and by providing funded, STEM-related research experiences to undergraduate students with disabilities who continue to be underrepresented in STEM occupations. The research plan involves a robust intervention mixed methods design. Phase 1 entails analysis of practitioner journals using Altmetrics and qualitative content analyses to describe whether, how, and by whom mathematics-focused articles for supporting students with disabilities have been shared on Twitter in recent years. Phase 2 leverages a partnership with the Council for Exceptional Children (CEC). A randomized controlled trial will compare diffusion of 90 articles focused on mathematics learning for youth with disabilities (a) without CEC Twitter promotion, (b) with text-based CEC Twitter promotion, and (c) with innovative CEC Twitter promotion using translational visual abstracts (TVAs; concise, infographic-type overviews of practitioner journal articles). Project findings will inform the development of guidelines for both the design and sharing of TVAs—which will be shared via training webinars and other accessible materials—to empower researchers, journals, and professional organizations with novel approaches for improving research communication efforts and mitigating the persistent research-practice gap.The project is is co-funded by the Science of Science: Discovery, Communications, and Impact program and the EDU Core Research programs.This award reflects NSF's statutory mission and has been deemed worthy of support through evaluation using the Foundation's intellectual merit and broader impacts review criteria.