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This integrative literature review examined how assistive technology (AT) can help students with visual impairment (VI) in middle primary and secondary schools (aged 11–18 years) engage in learning Mathematics. To collate the relevant findings across studies, an integrative literature review approach was employed and supported by an evidence-based synthesis method. Automatic search phrases were used to find research articles related to the topic in the Google Scholar, Web of Science, Scopus, and Springer Link databases. A total of 628 articles were identified during the initial search of which only 11 were included after putting them under rigorous selection criteria. In addition, a mixed-method appraisal technique (MMAT) was used to examine the methodological quality of the papers that were included. The synthesis result came up with three overarching themes: the availability of AT to support learning mathematics, the usability of AT in mathematics classes, and the role of AT in the inclusion of visually impaired students. The findings based on the results of the 11 academic articles published from 2007 to 2021 revealed that effective engagement of students with VIs in Mathematics instruction is achieved by providing students with VI equitable access to the swiftly evolving AT, addressing issues related to affordability, testing the usability and appropriateness of existing AT and enhancing accessibility of AT for all by breaking the social stigma against students with VI in using AT. It is concluded that easily affordable and accessible assistive technologies with multiple non-visual display formats that enable students with VI to access mathematical symbols, notations, expressions, and tactual contents should be in place to actively engage students with VI in learning mathematics. [ABSTRACT FROM AUTHOR]

This study extends prior research by manipulating both intervention and skill difficulty using a multiple baseline across participants design with changing phases in a virtual tutoring environment. Participants were four U.S. students from third and fifth grades for whom appropriate and challenging instructional targets were selected following diagnostic assessment using curriculum-based measurement. Instructional strategies were selected to align or misalign with those instructional targets. The multiple baseline design was used to determine the functional relationship between the instructional strategies (acquisition or fluency-building) with appropriate and challenging skills. Results suggested that indicated intervention strategies aligned with students' skill proficiency resulted in improvements but that contraindicated intervention strategies that were misaligned with students' skill proficiency did not. Furthermore, most students rated the contraindicated intervention strategies as less acceptable or reported higher levels of math anxiety. [ABSTRACT FROM AUTHOR]

The present study empirically investigates how school-based bullying victimization affects students' learning outcomes, taking into consideration international and gender perspectives. The main objective of the present research is to provide a better understanding of the consequences of bullying victimization in the learning process of adolescents. We estimate a statistical function that empirically establishes the relationship between the students' outcomes in mathematics, reading, and science (output) and a wide set of explanatory variables (educational factors), one of which is that of being bullied. The present study uses a large sample of 612,004 students between 15 and 16 years old, attending 21,903 schools in 79 countries. The data come from the 2018 round of the Programme for International Student Assessment. The results indicate that bullying victimization is associated with decreases in academic achievement in mathematics, reading, and science. In addition, no relevant differences by gender are observed in reading and science but, other factors being equal, bullied males score less than bullied females in mathematics. [ABSTRACT FROM AUTHOR]

Introduction: When the United States adopted Nemeth Code within Unified English Braille (UEB) Contexts and UEB Math/Science in 2016, students who were using braille had to learn a new code for science, technology, engineering, and mathematics (STEM). In late 2016, Bell and Silverman surveyed students about their initial experiences transitioning to a new braille code. However, to date there has not been additional research that includes students' perspectives regarding the long-term effect of the transition to a new braille code on their ability to learn. The purpose of this study was to learn about students' experiences in transitioning to a new braille code, whether students receive STEM braille materials in a timely manner, the technology students use in STEM, and what advice students have for teachers of students with visual impairments. Methods: In the spring of 2021, 11 middle and high school students who use braille for STEM classes participated in one of three focus groups. The data were analyzed using open-coding methods. Results: All participants had initially learned the Nemeth Braille Code for Mathematics and Science Notation and subsequently transitioned to one of the new braille codes. Students typically characterized learning a new braille code as easy. Most of the students had experienced delays in receiving braille materials, which sometimes negatively affected their ability to learn. Students reported using a variety of mainstream and assistive technologies. Discussion: Students should have consistent access to high-quality STEM materials in a timely manner in the braille code that they prefer. The students in this study articulated their preferences and were willing to advocate for themselves to overcome learning challenges in their STEM courses. Implications for Practitioners: Teachers of students with visual impairments can partner with general education STEM teachers and administrators to resolve persistent issues. Teachers can encourage students to voice their preferences and assist students in developing strategies before challenges arise. [ABSTRACT FROM AUTHOR]

This article introduces and describes the studies that are part of the thematic special series aimed at exploring research questions for improving learning outcomes for students with learning disabilities (SLD) in science and mathematics. Special educators have the requisite knowledge and skills to meaningfully include these students in studies that focus on important disciplinary understandings; yet, to date, relatively few special educators develop and validate interventions for students with high incidence disabilities to learn about science or mathematical practices. Given the fact that most SLD receive instruction in the general education classroom, where there are reforms that call for increased rigor in instruction and meaningful problem-solving for all students, it is imperative that SLD receive effective supports for deep content learning. We hope the current articles spark readers' interests in adding to this emerging body of research and invite others to build on the ideas shared in the special series. [ABSTRACT FROM AUTHOR]

The current study investigated the effectiveness of an intensive writing intervention focusing on mathematical reasoning through written expression. A group pretest–intervention–posttest comparison experimental design was used to implement a 12-lesson intervention, delivered through a combination of Google Classroom and in-person classroom teacher support, to fifth-grade students with specific learning disabilities (n = 19). Although underpowered, our results indicated the intensive writing intervention led to all students in the intervention group (n = 11) significantly outperforming the students in the control group (n = 8) on subtraction and division word problems requiring an explanation of their solution in written form. Additionally, student treatment interviews revealed the strategy was both enjoyable and helpful in solving and explaining their word problem solutions and the teacher provided insight into potential additional scaffolds to support the most intensive students. Lessons learned and implications for research and practice are presented. [ABSTRACT FROM AUTHOR]

Providing high-quality services to students with disabilities in rural settings can be challenging, as rural schools often lack resources both in and out of the classroom. One potential option to provide high-quality mathematics instruction to students with disabilities in rural areas is using virtual manipulatives and online instruction. In this study, a single-case research design was used to examine the progress of three high school students with intellectual and developmental disabilities (IDDs) as they used a virtual money manipulative within an online learning environment to solve making change problems. The researchers found a functional relation between the intervention package (i.e., a virtual money manipulative, modeling, system of least prompts) and the dependent variable of accuracy in solving making change problems across three students. In addition, all three students demonstrated an increase in independence during each session and maintained their accuracy and independence after the intervention concluded. [ABSTRACT FROM AUTHOR]

Fractions are challenging for both typically achieving children and adults. Although some prior research has focused on fraction difficulties of children with mathematics difficulties (MD), persistent difficulties encountered by adults with MD remain unknown. It is possible that these adults may be able to compensate for some deficits. In this study, we administered an un-timed, paper-based fraction achievement test to French adults with and without MD to compare their knowledge of fractions. Compared with controls, adults with MD performed worse in fraction number lines, fraction concepts, fraction arithmetic, and word problems. However, no difference in performance between the two groups was observed on symbolic representations. This suggests that adults with MD might be able to perform rote procedures such as transcoding from a verbal to a symbolic representation but are severely impaired for fraction number line, fraction concept, and fraction arithmetic. Exploratory error pattern analyses for fraction number line and fraction arithmetic further revealed mistakes similar to those observed in prior studies on children with MD, indicating core deficits in fraction understanding in individuals with MD. [ABSTRACT FROM AUTHOR]

The number line is a powerful tool for supporting students' understanding of fraction magnitude. Fractions are a critical component of mathematics instruction in the elementary and intermediate grades. More specifically, understanding fraction magnitude is central to mathematical development. Yet, fractions are challenging for many students, particularly students with or at risk of learning disabilities (LD) in mathematics. This article shares (a) key recommendations when planning and implementing fraction number line instruction, (b) sample fraction number line activities for supporting students' understanding of fraction magnitude and overall mathematics achievement, and (c) strategies for helping students grasp the abstract number line representation. [ABSTRACT FROM AUTHOR]

The number line has been proposed as a central construct used by students to solve a range of mathematics problems. Given the capacity of number lines to represent all real numbers and to be used in a variety of contexts, there have been calls to increase the use of number lines in mathematics instruction. However, due to the recency of these recommendations coupled with the myriad ways in which number lines can be used, little hands-on guidance has been provided how best to leverage number lines in mathematics instruction. This special series details five areas in which teachers can use number lines to support acquisition of critical mathematics concepts and skills. [ABSTRACT FROM AUTHOR]