MeTRC Research Sites

MeTRC has adopted a collaborative and distributed approach to investigating its research questions. The approach is collaborative because there is a shared research agenda, implemented by research teams whose expertise and experiences support the full MeTRC research community. It is distributed because implementation of this research agenda is the responsibility of research teams across the country, building on their unique research strengths and professional networks.

The University of Oregon team is working in 8th grade Algebra classes to understand how students with learning disabilities use and are challenged by their mathematics textbooks. From this they hope to specify the characteristics of a digital Algebra textbook embedded with resources especially suited to the needs of students with special needs. >>

This project is investigating students' use of active online learning supports to answer two primary research questions: (1) Do students use active support tools available to them within online environments? (2) Does the use of active support tools increase student achievement in mathematics? Active support tools were defined to include online calculators, key term dictionaries, vocabulary hyperlinks, audio support, and "need more help" options. Questions will be answered using the Help Math program (http://www.helpprogram.net/) as a proxy for web-based math curricula. 

This research investigates how students with significant visual impairments understand mathematical expressions and equations presented through a MathML-enabled text-to-speech engine based upon the MathSpeak Language. MathSpeak is a formal, standardized set of language rules for writing and rendering mathematical notation in printed and audio form (gh, LLC, 2006). >>

This study provides students with electronic versions of math curriculum materials, which can be read aloud from a laptop computer using a MathML-aware text-to-speech engine (i.e. Read & Write Gold and MathPlayer). The KY Math eText project has three phases. Phase I involved refining the technology used for electronic reading of complex math, developing a protocol for conversion of traditional math materials to digital format, and establishing a process for delivery and routine student use of math content on computer. Phase II, just completed, pilot tested school and student use of the digital math content, and resolved issues of ongoing implementation in a real school context. Phase III will provide the opportunity for a full school year of student use of accessible math content that will be documented in a series of case studies. >>

This research is evaluating strategies for altering or supporting the presentation of text within math learning and assessment activities to increase accessibility and understanding. In 2010-11, the project investigated the extent to which the application of different scripting rules used to generate alternate audio-based representations of mathematics expressions affect student understanding of that content. Succeeding investigations will study the effect of scripting rules for tables and graphs upon student performance with mathematics content. >>