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Teacher Perspectives on Math E-Learning Tools for Students with Specific Learning Disabilities

Authors:

Zikai Alex Wen,

Anjelika Lynne S. Amog,

Katherine GarnettAuthors Info & Claims

ASSETS '19: Proceedings of the 21st International ACM SIGACCESS Conference on Computers and Accessibility

Pages 516 - 518

https://doi.org/10.1145/3308561.3354607

Published: 24 October 2019 Publication History

Abstract

Students with specific learning disabilities (SLD) typically struggle in their K-12 math classes, limiting the likelihood of success in STEM fields. Private tutoring is reported to be effective at helping them succeed in math, but it is not a scalable solution. While many recent e-learning tools have aimed at personalizing math support in ways that might be scalable, there remains much to be done. To better understand the gaps between current tools and the particular needs of students with SLD (and of their teachers), we conducted semi-structured interviews with 10 middle school math teachers. Our findings shed light on both the learning challenges faced by students with SLD and on the instructional challenges their teachers experience with e-learning tools. Further, we came to appreciate the importance of harnessing teacher perspectives in the design of effective e-learning tools for special students.

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Cited By

Grimes KPark SMcClelland APark JLee YNozari MUmer ZZaparolli BBryant D(2021)Effectiveness of a numeracy intelligent tutoring system in kindergarten: A conceptual replicationJournal of Numerical Cognition10.5964/jnc.69317:3(388-410)Online publication date: 30-Nov-2021
https://doi.org/10.5964/jnc.6931

Index Terms

Teacher Perspectives on Math E-Learning Tools for Students with Specific Learning Disabilities
1. Applied computing
  1. Education
2. Human-centered computing
  1. Accessibility

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Information & Contributors

Information

Published In

cover image ACM Conferences

ASSETS '19: Proceedings of the 21st International ACM SIGACCESS Conference on Computers and Accessibility

October 2019

730 pages

ISBN:9781450366762

DOI:10.1145/3308561

General Chair:
Jeffrey P. Bigham
Carnegie Mellon University., USA
,
Program Chairs:
Shiri Azenkot
Cornell Tech, USA
,
Shaun K. Kane
University of Colorado Boulder, USA

Copyright © 2019 Owner/Author.

Permission to make digital or hard copies of part or all of this work for personal or classroom use is granted without fee provided that copies are not made or distributed for profit or commercial advantage and that copies bear this notice and the full citation on the first page. Copyrights for third-party components of this work must be honored. For all other uses, contact the Owner/Author.

Sponsors

SIGACCESS: ACM Special Interest Group on Accessible Computing

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Association for Computing Machinery

New York, NY, United States

Publication History

Published: 24 October 2019

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ASSETS '19

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SIGACCESS

ASSETS '19: The 21st International ACM SIGACCESS Conference on Computers and Accessibility

October 28 - 30, 2019

PA, Pittsburgh, USA

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ASSETS '19 Paper Acceptance Rate 41 of 158 submissions, 26%;

Overall Acceptance Rate 436 of 1,556 submissions, 28%

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Cited By

Grimes KPark SMcClelland APark JLee YNozari MUmer ZZaparolli BBryant D(2021)Effectiveness of a numeracy intelligent tutoring system in kindergarten: A conceptual replicationJournal of Numerical Cognition10.5964/jnc.69317:3(388-410)Online publication date: 30-Nov-2021
https://doi.org/10.5964/jnc.6931

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