{"title":"辅助技术在支持视障学生参与数学学习中的作用:综合文献综述","authors":"Gezie Ketema Dabi, Dawit Negassa Golga","doi":"10.1177/02646196231158922","DOIUrl":null,"url":null,"abstract":"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.","PeriodicalId":51836,"journal":{"name":"British Journal of Visual Impairment","volume":"40 1","pages":""},"PeriodicalIF":0.7000,"publicationDate":"2023-03-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"The role of assistive technology in supporting the engagement of students with visual impairment in learning mathematics: An integrative literature review\",\"authors\":\"Gezie Ketema Dabi, Dawit Negassa Golga\",\"doi\":\"10.1177/02646196231158922\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"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. 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引用次数: 0
摘要
本综合文献综述探讨了辅助技术(AT)如何帮助中小学(11-18岁)视障学生学习数学。为了整理各研究的相关发现,采用了综合文献综述方法,并辅以循证综合方法。自动搜索短语用于在谷歌Scholar、Web of Science、Scopus和施普林格Link数据库中查找与该主题相关的研究文章。在最初的检索中,共发现了628篇文章,经过严格的筛选标准,只有11篇文章被纳入。此外,使用混合方法评估技术(MMAT)来检查所纳入论文的方法学质量。综合结果提出了三个主要主题:辅助学习数学的可用性,辅助学习在数学课上的可用性,辅助学习在包容视障学生方面的作用。基于2007年至2021年发表的11篇学术文章的结果,研究结果表明,通过为学生提供VI公平获取快速发展的AT的机会,解决与负担能力相关的问题,测试现有AT的可用性和适当性,以及通过打破对VI学生使用AT的社会耻辱来提高所有人对AT的可及性,可以实现VI学生在数学教学中的有效参与。结论是,应该采用多种非视觉显示格式的辅助技术,使具有VI的学生能够访问数学符号、符号、表达式和触摸内容,从而使具有VI的学生积极参与数学学习。
The role of assistive technology in supporting the engagement of students with visual impairment in learning mathematics: An integrative literature review
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.