Case Studies
Case studies from the FAACT project.
Case Studies from the FAACT project.
Case studies from the FAACT project.
Case Studies from the FAACT project.
Understand students’ fraction concepts through interview tasks. Includes tasks and guide to record student thinking.
Understand students’ fraction concepts through interview tasks. Includes tasks and guide to record student thinking.
Touchscreen devices, such as smartphones and tablets, represent a modern solution for providing graphical access to people with blindness and visual impairment (BVI). However, a significant problem with these solutions is their limited screen real estate, which necessitates panning or zooming operations for accessing large-format graphical materials such as maps.
This article describes the development of four novel non-visual panning methods designed from the onset with consideration of these perceptual and cognitive constraints.
Touchscreen-based smart devices, such as smartphones and tablets, offer great promise for providing blind and visually-impaired (BVI) users with a means for accessing graphics non-visually. However, they also offer novel challenges as they were primarily developed for use as a visual interface. This paper studies key usability parameters governing accurate rendering of haptically-perceivable graphical materials.
This paper studies key usability parameters governing accurate rendering of haptically-perceivable graphical materials
Touchscreen-based smart devices, such as smartphones and tablets, offer great promise for providing blind and visually-impaired (BVI) users with a means for accessing graphics non-visually. However, they also offer novel challenges as they were primarily developed for use as a visual interface. This paper studies key usability parameters governing accurate rendering of haptically-perceivable graphical materials.
This paper studies key usability parameters governing accurate rendering of haptically-perceivable graphical materials
Significance: Touchscreen-based, multimodal graphics represent an area of increasing research in digital access for individuals with blindness or visual impairments; yet, little empirical research on the effects of screen size on graphical exploration exists. This work probes if and whenmore screen area is necessary in supporting a patternmatching task.
The current study investigates two questions: (1) Do screen size and grid density impact a user's accuracy on pattern-matching tasks? (2) Do screen size and grid density impact a user's time on task?
Significance: Touchscreen-based, multimodal graphics represent an area of increasing research in digital access for individuals with blindness or visual impairments; yet, little empirical research on the effects of screen size on graphical exploration exists. This work probes if and whenmore screen area is necessary in supporting a patternmatching task.
The current study investigates two questions: (1) Do screen size and grid density impact a user's accuracy on pattern-matching tasks? (2) Do screen size and grid density impact a user's time on task?
Documenting how students with learning disabilities (LD) initially conceive of fractional quantities, and how their understandings may align with or differ from students with mathematics difficulties, is necessary to guide development of assessments and interventions that attach to unique ways of thinking or inherent difficulties these students may face understanding fraction concepts. One way to characterize such conceptions is through the creation of a framework that depicts key understandings evidenced as students work with problematic situations.
This study extends current literature by presenting key understandings of fractions, documented through problem-solving activity, language, representations, and operations, evidenced by students with LD and mathematics difficulties as they engaged with equal sharing problems.
Lynch, S., Hunt, J.H., & Lewis, K. (2018). Productive struggle for all: Differentiated instruction. Mathematics Teaching in the Middle School, 24(4), 194-201.
This article looks at strategies that create access while maintaining the cognitive demand of a mathematics task.
Anticipating and responding to learner variability can make using talk moves complex. The authors fuse Universal Design for Learning (UDL), differentiation, and talk moves into three key planning and pedagogy considerations.
Hunt, J. H., MacDonald, B., Lambert, R., Sugita, T., & Silva, J. (2018). Think, pair, show, share to increase classroom discourse. Teaching Children Mathematics (Focus Issue-Invited contribution), 25(2), 80-84.
The authors fuse Universal Design for Learning (UDL), differentiation, and talk moves into three key planning and pedagogy considerations.