Project Details

Adaptive Scaffolding for Learning Fraction among Students with Learning Disabilities

Scaffolding is generally attributed to Wood, Bruner and Ross (1978) who describe it is as a: ∙∙∙process that enables a child or a novice to solve a problem, carry out a task, or achieve a goal which would be beyond his unassisted efforts (p. 90). If a leaner is scaffolded by the tutor, he could not lonely accomplish the task at higher level, but also would be able to internalize their thinking, strategies or mechanisms used to be able to approach other similar tasks (Rogoff and Gardner, 1984). Recognizing its merits and potential benefits, scaffolding has become the frequently discussed topic in the field of learning sciences and relevant research areas. Recently, computer-mediated scaffoldings attract eye balls of many educators and scholars with focusing on their effectiveness of students’ learning. Although relevant studies have been conducting for addressing this, limited studies exploring the students with learning disabilities learning abstract concepts in key subjects in STEM education. To bridge the gap between research on computer-mediated scaffoldings and its impact on students with learning disabilities, in this proposed project, we will conduct research on the influence of computer-mediated scaffoldings on students who have learning disabilities learning the mathematical concept: fraction, which has been identified the concept received comparative more misconceptions and learning difficulties in maths subject. In the study, the research team will design the computer-supported mathematic program following a similar program called Fun Fraction (Shin and Bryant, 2017) with particular design features of fixed scaffoldings and adaptive scaffoldings. Students with learning disabilities will be recruited and randomly assigned into three groups:1) fixed scaffolding 2) self-selected scaffolding; and 3) performance-based scaffolding. Pre- and post-tests will be administrated and the results will be analyzed for exposing the impacts of different types of computer-mediated scaffoldings on students maths learning. The quality of tasks regarding to fraction calculation done in the computer program will also been categorized and analyzed for identifying students differences in the conceptual understanding. Classroom observation will be conducted for observing students’ interaction with the program and the teacher, which will be used a supplementary data for identifying the differences affected by these types of computer-mediated scaffoldings. The study will inform the learning design of maths subject, technology-supported learning, as well as teacher education in special education. Furthermore, the study will fill the blank of the research on learning disabilities students’ learning supported by technology.

Commencement Date : 2018/5
Completion Date : 2019/8
Chief Investigator(s) : Dr SUN, Daner 孫丹兒 [MIT]
Co-Chief Investigator(s) : Prof CHOU, Kee Lee 周基利 [APS]
Dr YANG, Lan 楊蘭 [C&I,CSENIE]
Dr CHEUNG, Ka Luen 張家麟 [MIT]

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