Inclusive Education in Rural Settings: Leveraging Technology for Improved Math Learning Outcomes Among Students With Disabilities
T.F. Lin, Paul J. Riccomini
Abstract
A primary challenge encountered by students with disabilities in mathematics relates to their inherent limitations in working memory capacities. Memory-strengthening strategies are helpful to students who need to improve mathematics retention. This article discusses enhancing mathematics learning outcomes for students with disabilities in rural settings by implementing an evidence-based and accessible practice—interleaved practice format (IPF)—facilitated through technology. We illustrate the application of this approach using three computer software tools: IXL Learning, KUTA, and ChatGPT.
Topics & Concepts
Learning disabilityMathematics educationComputer scienceAssistive technologySpecial educationEducational technologyPsychologyHuman–computer interactionDevelopmental psychologyCognitive and developmental aspects of mathematical skillsIntelligent Tutoring Systems and Adaptive LearningInnovative Teaching and Learning Methods