Hearing Math: Algebra Supported eText for Students With Visual Impairments.
Supported eText for students with visual impairments in mathematics has a promising, emerging literature base, although little of the existing research focuses on implementation within a classroom setting. This qualitative study sought to understand the use of supported eText to deliver algebra to s...
| Publicado en: | Assistive Technology Vol. 26; no. 3; pp. 131 - 140 |
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| Autores principales: | , |
| Formato: | research tables/charts Journal Article |
| Publicado: |
Taylor & Francis Ltd
Fall2014
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=96796348&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 96796348 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 10400435 YVP jtl: Assistive Technology issn: 10400435 maglogo: Y pubinfo: dt: Fall2014 vid: 26 iid: 3 pid: 377 pub: Taylor & Francis Ltd place: Philadelphia, Pennsylvania artinfo: ui: 96796348 96796348 96796348 10.1080/10400435.2013.870939 96796348 ppf: 131 ppct: 9 formats: fmt: – @attributes: type: T – @attributes: type: P tig: atl: Hearing Math: Algebra Supported eText for Students With Visual Impairments. aug: au: Bouck, Emily C. Weng, Pei-Lin affil: Purdue University, Educational Studies, West Lafayette, Indiana, USA sug: subj: Vision Disorders Electronic Publications Textbooks Mathematics Software Speech Student Satisfaction Qualitative Studies Semi-Structured Interview Nonparticipant Observation Surveys Field Notes Triangulation Adolescence Young Adult Female Male Human Adolescent: 13-18 years Female Male ab: Supported eText for students with visual impairments in mathematics has a promising, emerging literature base, although little of the existing research focuses on implementation within a classroom setting. This qualitative study sought to understand the use of supported eText to deliver algebra to students with visual impairments enrolled in algebra mathematics courses. The study also sought to explore supported eText in contrast to students’ traditional means of accessing an algebra text. The main results suggest supported eText holds potential in terms of delivering mathematics content; however, more research and more reflection on the field is needed regarding this approach as a sole means of presenting text. Implications for teacher professional development and implementation practices are discussed. pubtype: Academic Journal doctype: research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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