A content analysis of research on technology use for teaching mathematics to students with disabilities: word networks and topic modeling
Tóm tắt
The purpose of this study was to conduct a content analysis of research on technology use for teaching mathematics to students with disabilities. We applied word networks and structural topic modeling of 488 studies published from 1980 to 2021. Results showed that the words “computer” and “computer-assisted instruction” had the highest degree of centrality in the 1980s and 1990s, and “learning disability” was another central word in the 2000s and 2010s. The associated word probability for 15 topics also represented technology use within different instructional practices, tools, and students with either high- or low-incidence disabilities. A piecewise linear regression with knots in 1990, 2000, and 2010 demonstrated decreasing trends for the topics of computer-assisted instruction, software, mathematics achievement, calculators, and testing. Despite some fluctuations in the prevalence in the 1980s, the support for visual materials, learning disabilities, robotics, self-monitoring tools, and word problem-solving instruction topics showed increasing trends, particularly after 1990. Some research topics, including apps and auditory support, have gradually increased in topic proportions since 1980. Topics including fraction instruction, visual-based technology, and instructional sequence have shown increasing prevalence since 2010; this increase was statistically significant for the instructional sequence topic over the past decade.
Tài liệu tham khảo
Adams, K., & Cook, A. (2014). Access to hands-on mathematics measurement activities using robots controlled via speech generating devices: Three case studies. Disability and Rehabilitation: Assistive Technology, 9(4), 286–298. https://doi.org/10.3109/17483107.2013.825928
Adamu, I., & Soykan, E. (2019). Content analyses on the use of technology in dyslexia: The articles in the web of science data base. International Online Journal of Education and Teaching, 6(4), 789–797.
Altun, H., & Kahveci, G. (2019). The effectiveness of virtual reality-based teaching material on geometry related problem solving in students with learning disabilities. Necatibey Faculty of Education Electronic Journal of Science and Mathematics Education, 13(1), 460–482. https://doi.org/10.17522/balikesirnef.562047
Amankwah-Amoah, J. (2016). Competing technologies, competing forces: The rise and fall of the floppy disk, 1971–2010. Technological Forecasting and Social Change, 107, 121–129. https://doi.org/10.1016/j.techfore.2016.03.019
American Psychological Association. (2020). Publication manual of the American Psychological Association (7th ed.). https://doi.org/10.1037/0000165-000
Aspiranti, K. B., Larwin, K. H., & Schade, B. P. (2020). iPads/tablets and students with autism: A meta-analysis of academic effects. Assistive Technology, 32(1), 23–30. https://doi.org/10.1080/10400435.2018.1463575
Bagozzi, B. E., & Berliner, D. (2018). The politics of scrutiny in human rights monitoring: Evidence from structural topic models of US State Department human rights reports. Political Science Research and Methods, 6(4), 661–677. https://doi.org/10.1017/psrm.2016.44
Barron, B., & Kantor, R. J. (1993). Tools to enhance math education: The Jasper series. Communications of the ACM, 36(5), 52–54. https://doi.org/10.1145/155049.155060
Benoit, K., Watanabe, K., Wang, H., Nulty, P., Obeng, A., Müller, S., & Matsuo, A. (2018). quanteda: An R package for the quantitative analysis of textual data. Journal of Open Source Software, 3(30), 774. https://doi.org/10.21105/joss.00774
Billard, C., Jung, C., Munnich, A., Gassama, S., Touzin, M., Mirassou, A., & Willig, T. N. (2021). External validation of BMT-i computerized test battery for diagnosis of learning disabilities. Frontiers in Pediatrics, 9, 733713. https://doi.org/10.3389/fped.2021.733713
Blackhurst, A. E. (2005). Historical perspectives about technology applications for people with disabilities. In D. Edyburn, K., Higgins, & R. Boone (Eds.), Handbook of special education technology research and practice (pp. 1–27). Knowledge by Design.
Blei, D. M., & Lafferty, J. D. (2007). A correlated topic model of science. The Annals of Applied Statistics, 1(1), 17–35. https://doi.org/10.1214/07-AOAS114
Blei, D. M., Ng, A. Y., & Jordan, M. I. (2003). Latent Dirichlet allocation. Journal of Machine Learning Research, 3, 993–1022.
Bottge, B. A., Cohen, A. S., & Choi, H. J. (2018). Comparisons of mathematics intervention effects in resource and inclusive classrooms. Exceptional Children, 84(2), 197–212. https://doi.org/10.1177/0014402917736854
Bottge, B. A., Rueda, E., Serlin, R. C., Hung, Y.-H., & Kwon, J. M. (2007). Shrinking achievement differences with anchored math problems: Challenges and possibilities. The Journal of Special Education, 41(1), 31–49. https://doi.org/10.1177/00224669070410010301
Bouck, E. C., Long, H., & Park, J. (2021). Using a virtual number line and corrective feedback to teach addition of integers to middle school students with developmental disabilities. Journal of Developmental and Physical Disabilities, 33(1), 99–116. https://doi.org/10.1007/s10882-020-09735-z
Bouck, E. C., Mathews, L. A., & Peltier, C. (2020). Virtual manipulatives: A tool to support access and achievement with middle school students with disabilities. Journal of Special Education Technology, 35(1), 51–59. https://doi.org/10.1177/0162643419882422
Bouck, E. C., Meyer, N. K., Joshi, G. S., & Schleppenbach, D. (2013). Accessing algebra via MathSpeak™: Understanding the potential and pitfalls for students with visual impairments. Journal of Special Education Technology, 28(1), 49–63. https://doi.org/10.1177/016264341302800105
Bouck, E. C., Myers, J. A., & Witzel, B. S. (2022). Teaching math online to secondary students with learning disabilities: Moving beyond the pandemic. TEACHING Exceptional Children. https://doi.org/10.1177/00400599221092136
Bouck, E. C., Park, J., Sprick, J., Shurr, J., Bassette, L., & Whorley, A. (2017). Using the virtual-abstract instructional sequence to teach addition of fractions. Research in Developmental Disabilities, 70, 163–174. https://doi.org/10.1016/j.ridd.2017.09.002
Carreon, A., Smith, S. J., Mosher, M., Rao, K., & Rowland, A. (2022). A review of virtual reality intervention research for students with disabilities in K–12 settings. Journal of Special Education Technology, 37(1), 82–99. https://doi.org/10.1177/0162643420962011
Center for Applied Special Technology. (2018). Universal design for learning guidelines (Graphic organizer version 2.2). Center for Applied Special Technology.
Chen, Z., Zhang, R., Xu, T., Yang, Y., Wang, J., & Feng, T. (2020a). Emotional attitudes towards procrastination in people: A large-scale sentiment-focused crawling analysis. Computers in Human Behavior, 110, 106391. https://doi.org/10.1016/j.chb.2020.106391
Chen, X., Zou, D., Cheng, G., & Xie, H. (2020b). Detecting latent topics and trends in educational technologies over four decades using structural topic modeling: A retrospective of all volumes of Computers & Education. Computers & Education, 151, 103855. https://doi.org/10.1016/j.compedu.2020.103855
Chen, X., Zou, D., Xie, H., Cheng, G., & Liu, C. (2022). Two decades of artificial intelligence in education. Educational Technology & Society, 25(1), 28–47.
Committee on STEM Education. (2018). Charting a course for success: America’s strategy for STEM education. National Science & Technology Council. https://www.whitehouse.gov/wp-content/uploads/2018/12/STEM-Education-Strategic-Plan-2018.pdf
Cox, S. K., Root, J. R., & Gilley, D. (2021). Let’s see that again: Using instructional videos to support asynchronous mathematical problem solving instruction for students with autism spectrum disorder. Journal of Special Education Technology, 36(2), 97–104. https://doi.org/10.1177/0162643421996327
Csárdi, G., & Nepusz, T. (2006). The igraph software package for complex network research. InterJournal, Complex Systems, 1695. https://igraph.org
Emerson, R. W., & Anderson, D. L. (2018). Using description to convey mathematics content in visual images to students who are visually impaired. Journal of Visual Impairment & Blindness, 112(2), 157–168. https://doi.org/10.1177/0145482X1811200204
Emprin, F., & Petitfour, É. (2021). Using a simulator to help students with dyspraxia learn geometry. Digital Experiences in Mathematics Education, 7(1), 99–121. https://doi.org/10.1007/s40751-020-00077-1
EndNote Team. (2013). EndNote (Version EndNote 20) [Computer software]. Clarivate.
Ennis, R. P., & Losinski, M. (2019). Interventions to improve fraction skills for students with disabilities: A meta-analysis. Exceptional Children, 85(3), 367–386. https://doi.org/10.1177/0014402918817504
Falkenberg, C. A. (2010). The effects of self-monitoring on homework completion and accuracy rates of students with disabilities in an inclusive general education classroom (Publication No. 3447782) [Doctoral dissertation, Florida International University]. ProQuest Dissertations and Theses Global.
García-Redondo, P., García, T., Areces, D., Núñez, J. C., & Rodríguez, C. (2019). Serious games and their effect improving attention in students with learning disabilities. International Journal of Environmental Research and Public Health, 16(14), 2480. https://doi.org/10.3390/ijerph16142480
Garg, M., & Kumar, M. (2018). The structure of word co-occurrence network for microblogs. Physica a: Statistical Mechanics and Its Applications, 512, 698–720. https://doi.org/10.1016/j.physa.2018.08.002
Grimmer, J., Roberts, M. E., & Stewart, B. M. (2022). Text as data: A new framework for machine learning and the social sciences. Princeton University Press.
Higgins, C. (1970). Mathematics for handicapped-programming concepts. Focus on Exceptional Children, 2(4), 8–10.
Huscroft-D’Angelo, J., Higgins, K., & Crawford, L. (2014). Communicating mathematical ideas in a digital writing environment: The impacts on mathematical reasoning for students with and without learning disabilities. Social Welfare Interdisciplinary Approach, 4(2), 68–84.
Hvitfeldt, E., & Silge, J. (2021). Supervised machine learning for text analysis in R. Chapman and Hall/CRC. https://doi.org/10.1201/9781003093459
Individuals With Disabilities Education Act, 20 U.S.C. § 1400 (2004).
Istenic Starcic, A., & Bagon, S. (2014). ICT-supported learning for inclusion of people with special needs: Review of seven educational technology journals, 1970–2011. British Journal of Educational Technology, 45(2), 202–230. https://doi.org/10.1111/bjet.12086
Jaspers, K. E., McCleary, D. F., McCleary, L. N., & Skinner, C. H. (2017). Evidence-based interventions for math disabilities in children and adolescents. In L. A. Theodore (Ed.), Handbook of evidence-based interventions for children and adolescents (pp. 99–110). Springer Publishing Company.
Jaspers, M. W. M. (1991). Prototypes of computer-assisted instruction for arithmetic word-problem solving [Doctoral dissertation, University of Nijmegen].
Jones, C., & Shao, B. (2011). The net generation and digital natives: implications for higher education. Higher Education Academy.
Jung, S., & Yoon, W. C. (2020). An alternative topic model based on Common Interest Authors for topic evolution analysis. Journal of Informetrics, 14(3), 101040. https://doi.org/10.1016/j.joi.2020.101040
Kaczorowski, T., McMahon, D., Gardiner-Walsh, S., & Hollingshead, A. (2022). Designing an inclusive future: Including diversity and equity with innovations in special education technology. TEACHING Exceptional Children. https://doi.org/10.1177/00400599221090506
Kagohara, D. M., van der Meer, L., Ramdoss, S., O’Reilly, M. F., Lancioni, G. E., Davis, T. N., Rispoli, M., Lang, R., Marschik, P. B., Sutherland, D., Green, V. A., & Sigafoos, J. (2013). Using iPods® and iPads® in teaching programs for individuals with developmental disabilities: A systematic review. Research in Developmental Disabilities, 34(1), 147–156. https://doi.org/10.1016/j.ridd.2012.07.027
Kellems, R. O., Eichelberger, C., Cacciatore, G., Jensen, M., Frazier, B., Simons, K., & Zaru, M. (2020). Using video-based instruction via augmented reality to teach mathematics to middle school students with learning disabilities. Journal of Learning Disabilities, 53(4), 277–291. https://doi.org/10.1177/0022219420906452
Kelly, B., Carnine, D., Gersten, R., & Grossen, B. (1986). The effectiveness of videodisc instruction in teaching fractions to learning-disabled and remedial high school students. Journal of Special Education Technology, 8(2), 5–17. https://doi.org/10.1177/016264348600800202
Kim, S. J., & Xin, Y. P. (2022). A synthesis of computer-assisted mathematical word problem-solving instruction for students with learning disabilities or difficulties. Learning Disabilities: A Contemporary Journal, 20(1), 1–19.
Kim, Y., Jang, S. N., & Lee, J. L. (2018). Co-occurrence network analysis of keywords in geriatric frailty. Journal of Korean Academy of Community Health Nursing, 29(4), 429–439. https://doi.org/10.12799/jkachn.2018.29.4.429
Kiru, E. W., Doabler, C. T., Sorrells, A. M., & Cooc, N. A. (2018). A synthesis of technology-mediated mathematics interventions for students with or at risk for mathematics learning disabilities. Journal of Special Education Technology, 33(2), 111–123. https://doi.org/10.1177/0162643417745835
Koestler, C., Felton-Koestler, M. D., Bieda, K., & Otten, S. (2013). Connecting the NCTM process standards and the CCSSM practices. National Council of Teachers of Mathematics.
Koller, E. Z., & Mulhern, T. J. (1977). Use of pocket calculator to train arithmetic skills with trainable adolescents. Journal for Special Educators of the Mentally Retarded, 13(2), 309–319.
Lämsä, J., Hämäläinen, R., Aro, M., Koskimaa, R., & Äyrämö, S. M. (2018). Games for enhancing basic reading and maths skills: A systematic review of educational game design in supporting learning by people with learning disabilities. British Journal of Educational Technology, 49(4), 596–607. https://doi.org/10.1111/bjet.12639
Li, Y., & Xiao, Y. (2022). Authorship and topic trends in STEM education research. International Journal of STEM Education, 9, 62. https://doi.org/10.1186/s40594-022-00378-4
Marín-Marín, J. A., Moreno-Guerrero, A. J., Dúo-Terrón, P., & López-Belmonte, J. (2021). STEAM in education: a bibliometric analysis of performance and co-words in Web of Science. International Journal of STEM Education, 8, 41. https://doi.org/10.1186/s40594-021-00296-x
McLeod, K. G. (2011). An investigation of the relationships between educational technology and mathematics achievement of students with learning disabilities (Publication No. 3455448) [Doctoral dissertation, The University of Southern Mississippi]. ProQuest Dissertations and Theses Global.
Miundy, K., Zaman, H. B., Nordin, A., & Ng, K. H. (2019). Screening test on dyscalculia learners to develop a suitable augmented reality (AR) assistive learning application. Malaysian Journal of Computer Science. https://doi.org/10.22452/mjcs.sp2019no1.7
Morano, S., Flores, M. M., Hinton, V., & Meyer, J. (2020). A comparison of concrete-representational-abstract and concrete-representational-abstract-integrated fraction interventions for students with disabilities. Exceptionality, 28(2), 77–91. https://doi.org/10.1080/09362835.2020.1727328
Moyer-Packenham, P. S., & Bolyard, J. J. (2016). Revisiting the definition of a virtual manipulative. In P. S. Moyer-Packenham (Ed.), International perspectives on teaching and learning mathematics with virtual manipulatives (pp. 3–23). Springer.
Mu, W., Lim, K. H., Liu, J., Karunasekera, S., Falzon, L., & Harwood, A. (2022). A clustering-based topic model using word networks and word embeddings. Journal of Big Data, 9(1), 1–38. https://doi.org/10.1186/s40537-022-00585-4
Nabors, L., Monnin, J., & Jimenez, S. (2020). A scoping review of studies on virtual reality for individuals with intellectual disabilities. Advances in Neurodevelopmental Disorders, 4, 344–356. https://doi.org/10.1007/s41252-020-00177-4
National Center for Education Statistics. (2019). NAEP report card: 2019 NAEP mathematics assessment. National Center for Education Statistics. https://www.nationsreportcard.gov/highlights/mathematics/2019
National Center for Education Statistics. (2022). Students with disabilities. Condition of education. National Center for Education Statistics. https://nces.ed.gov/programs/coe/indicator/cgg
National Council of Teachers of Mathematics. (2000). Principles and standards for school mathematics. National Council of Teachers of Mathematics.
National Governors Association Center for Best Practices and Council of Chief State School Officers. (2010). Common core state standards for mathematics. http://www.corestandards.org/Math
National Mathematics Advisory Panel. (2008). Foundations for success The final report of the National Mathematics Advisory Panel. National Mathematics Advisory Panel.
Newman, M. (2018). Networks. Oxford University Press.
Nwaizu, P. C. I. (1991). Using teacher-assisted and computer-assisted instruction to teach multiplication skills to youths with specific learning disabilities (Publication No. 9103959) [Doctoral dissertation, University of New Orleans]. ProQuest Dissertations and Theses Global.
Ok, M. W., Bryant, D. P., & Bryant, B. R. (2020). Effects of computer-assisted instruction on the mathematics performance of students with learning disabilities: A synthesis of the research. Exceptionality, 28(1), 30–44. https://doi.org/10.1080/09362835.2019.1579723
Ok, M. W., & Kim, W. (2017). Use of iPads and iPods for academic performance and engagement of preK–12 students with disabilities: A research synthesis. Exceptionality, 25(1), 54–75. https://doi.org/10.1080/09362835.2016.1196446
Paez, A. (2017). Gray literature: An important resource in systematic reviews. Journal of Evidence-Based Medicine, 10(3), 233–240. https://doi.org/10.1111/jebm.12266
Page, M. J., McKenzie, J. E., Bossuyt, P. M., Boutron, I., Hoffmann, T. C., Mulrow, C. D., Shamseer, L., Tetzlaff, J. M., & Moher, D. (2021). Updating guidance for reporting systematic reviews: Development of the PRISMA 2020 statement. Journal of Clinical Epidemiology, 134, 103–112. https://doi.org/10.1016/j.jclinepi.2021.02.003
Palmer, J. T., Hendel, A., & Dempsey, B. (1985). The micro-computer and the learning disabled a useful tool. Journal of Reading, Writing and Learning Disabilities, 1(2), 117–125. https://doi.org/10.1080/0748763850010204
Papadimitriou, C. H., Raghavan, P., Tamaki, H., & Vempala, S. (2000). Latent semantic indexing: A probabilistic analysis. Journal of Computer and System Sciences, 61(2), 217–235. https://doi.org/10.1006/jcss.2000.1711
Park, J. (2019). Supporting maintenance in mathematics using the virtual-representational-abstract instructional sequence intervention package (Publication No. 13882021) [Doctoral dissertation, Michigan State University]. ProQuest Dissertations and Theses Global.
Park, J., Bouck, E., & Duenas, A. (2019). The effect of video modeling and video prompting interventions on individuals with intellectual disability: A systematic literature review. Journal of Special Education Technology, 34(1), 3–16. https://doi.org/10.1177/0162643418780464
Park, J., Bryant, D. P., & Shin, M. (2022). Effects of interventions using virtual manipulatives for students with learning disabilities: A synthesis of single-case research. Journal of Learning Disabilities, 55(4), 325–337. https://doi.org/10.1177/00222194211006336
Pedersen, T. (2022). ggraph: An implementation of grammar of graphics for graphs and networks (R package version 2.1.0). https://CRAN.R-project.org/package=ggraph
Pedersen, T. (2023). tidygraph: A tidy API for graph manipulation (R package version 1.2.3). https://CRAN.R-project.org/package=tidygraph
Peltier, C. J., Vannest, K. J., & Marbach, J. J. (2018). A meta-analysis of schema instruction implemented in single-case experimental designs. The Journal of Special Education, 52(2), 89–100. https://doi.org/10.1177/0022466918763173
Perperoglou, A., Sauerbrei, W., Abrahamowicz, M., & Schmid, M. (2019). A review of spline function procedures in R. BMC Medical Research Methodology, 19(1), 1–16. https://doi.org/10.1186/s12874-019-0666-3
Pitchford, N. J., Kamchedzera, E., Hubber, P. J., & Chigeda, A. L. (2018). Interactive apps promote learning of basic mathematics in children with special educational needs and disabilities. Frontiers in Psychology, 9, 262. https://doi.org/10.3389/fpsyg.2018.00262
Porter, M. F. (2001). Snowball: A language for stemming algorithms. https://snowballstem.org
Prabavathy, M., & Sivaranjani, R. (2020). Effects of virtual manipulative in enhancing basic arithmetic for students with developmental dyscalculia. Journal of Emerging Technologies and Innovative Research, 7(6), 19–26.
Radecki, A., Bujacz, M., Skulimowski, P., & Strumiłło, P. (2020). Interactive sonification of images in serious games as an education aid for visually impaired children. British Journal of Educational Technology, 51(2), 473–497. https://doi.org/10.1111/bjet.12852
Remata, H. R., & Lomibao, L. S. (2021). Attention deficit hyperactivity disorder (ADHD)-specific learning disorder (SLD) in mathematics learner’s response towards synchronous online class. American Journal of Educational Research, 9(7), 426–430. https://doi.org/10.12691/education-9-7-5
Roberts, M. E., Stewart, B. M., & Tingley, D. (2014). stm: R Package for structural topic models. Harvard University.
Roberts, M. E., Stewart, B. M., & Tingley, D. (2019). stm: An R package for structural topic models. Journal of Statistical Software, 91(2), 1–40. https://doi.org/10.18637/jss.v091.i02
Robinson, D., & Silge, J. (2022). widyr: Widen, process, then re-tidy data (R package version 0.1.5). https://CRAN.R-project.org/package=widyr
Rodriguez, M. Y., & Storer, H. (2020). A computational social science perspective on qualitative data exploration: Using topic models for the descriptive analysis of social media data. Journal of Technology in Human Services, 38(1), 54–86. https://doi.org/10.1080/15228835.2019.1616350
Root, J. R. (2016). Effects of modified schema-based instruction on real-world algebra problem solving of students with autism spectrum disorder and moderate intellectual disability (Publication No. 10111877) [Doctoral dissertation, The University of North Carolina at Charlotte]. ProQuest Dissertations and Theses Global.
Root, J. R., Cox, S. K., & Gonzalez, S. (2019). Using modified schema-based instruction with technology-based supports to teach data analysis. Research and Practice for Persons with Severe Disabilities, 44(1), 53–68. https://doi.org/10.1177/154079691983391
Satsangi, R., Billman, R. H., Raines, A. R., & Macedonia, A. M. (2021a). Studying the impact of video modeling for algebra instruction for students with learning disabilities. The Journal of Special Education, 55(2), 67–78. https://doi.org/10.1177/0022466920937467
Satsangi, R., Raines, A. R., & Fraze, K. (2021b). Virtual manipulatives for teaching algebra: A research-to-practice guide for secondary students with a learning disability. Learning Disabilities: A Multidisciplinary Journal, 26(1), 46–58. https://doi.org/10.18666/LDMJ-2021-V26-I1-10349
Saunders, A. F., Spooner, F., & Ley Davis, L. (2018). Using video prompting to teach mathematical problem solving of real-world video-simulation problems. Remedial and Special Education, 39(1), 53–64. https://doi.org/10.1177/0741932517717042
Schaefer Whitby, P. J. (2009). The effects of a modified learning strategy on the multiple step mathematical word problem solving ability of middle school students with high-functioning autism or Asperger’s syndrome (Publication No. 3383694) [Doctoral dissertation, University of Central Florida]. ProQuest Dissertations and Theses Global.
Schwemmer, C. (2021). stminsights: A ‘Shiny’ application for inspecting structural topic models (R package version 0.4.1). https://CRAN.R-project.org/package=stminsights
Sharma, D., Kumar, B., & Chand, S. (2019). A trend analysis of machine learning research with topic models and Mann–Kendall test. International Journal of Intelligent Systems and Applications, 11(2), 70–82. https://doi.org/10.5815/ijisa.2019.02.08
Shin, M., & Bryant, D. P. (2017). Improving the fraction word problem solving of students with mathematics learning disabilities: Interactive computer application. Remedial and Special Education, 38(2), 76–86. https://doi.org/10.1177/0741932516669052
Shin, M., Bryant, D. P., Powell, S. R., Jung, P.-G., Ok, M. W., & Hou, F. (2021a). A meta-analysis of single-case research on word-problem instruction for students with learning disabilities. Remedial and Special Education, 42(6), 398–411. https://doi.org/10.1177/0741932520964918
Shin, M., Ok, M. W., Choo, S., Hossain, G., Bryant, D. P., & Kang, E. (2023a). A content analysis of research on technology use for teaching mathematics to students with disabilities: Word networks and topic modeling [Data files and scripts]. Center for Open Science. https://doi.org/10.17605/OSF.IO/8CNYW
Shin, M., Park, J., Grimes, R., & Bryant, D. P. (2021b). Effects of using virtual manipulatives for students with disabilities: Three-level multilevel modeling for single-case data. Exceptional Children, 87(4), 418–437. https://doi.org/10.1177/00144029211007150
Shin, M., Simmons, M., Meador, A., Goode, F. J., Deal, A., & Jackson, T. (2023b). Mathematics instruction for students with learning disabilities: Applied examples using virtual manipulatives. Intervention in School and Clinic, 58(3), 198–204. https://doi.org/10.1177/10534512221081268
Silge, J., & Robinson, D. (2016). tidytext: Text mining and analysis using tidy data principles in R. Journal of Open Source Software, 1(3), 37. https://doi.org/10.21105/joss.00037
Steele, M. M. (2007). Teaching calculator skills to elementary students who have learning problems. Preventing School Failure: Alternative Education for Children and Youth, 52(1), 59–62. https://doi.org/10.3200/PSFL.52.1.59-64
Stewart, K. B. (2007). Blending assessment with instruction program (BAIP): Impact of an online standards-based curriculum on 8th grade students’ math achievement (Publication No. 3274526) [Doctoral dissertation, University of Kansas]. ProQuest Dissertations and Theses Global.
Swanson, H. L. (1999). Interventions for students with learning disabilities: A meta-analysis of treatment outcomes. Guilford Press.
Towers, D. (2018). Effects of the graphing calculator on students with and without disabilities (Publication No. 10831620) [Doctoral dissertation, St. John's University]. ProQuest Dissertations and Theses Global.
Tsuei, M. (2017). Learning behaviours of low-achieving children’s mathematics learning in using of helping tools in a synchronous peer-tutoring system. Interactive Learning Environments, 25(2), 147–161. https://doi.org/10.1080/10494820.2016.1276078
U.S. Department of Education. (2022). 43rd annual report to congress on the implementation of the Individuals with Disabilities Education Act, 2021. U.S. Department of Education, Office of Special Education and Rehabilitative Services, Office of Special Education Programs. https://sites.ed.gov/idea/files/43rd-arc-for-idea.pdf
Wang, X., & McCallum, A. (2006). Topics over time: A non-Markov continuous-time model of topical trends. Proceedings of the 12th ACM SIGKDD international conference on Knowledge discovery and data mining (pp. 424–433). ACM.
Xin, Y. P., Park, J. Y., Tzur, R., & Si, L. (2020). The impact of a conceptual model-based mathematics computer tutor on multiplicative reasoning and problem-solving of students with learning disabilities. The Journal of Mathematical Behavior, 58, 100762. https://doi.org/10.1016/j.jmathb.2020.100762