Mathematics learning support and dyslexia

This research identifies, through an extensive series of exploratory and explanatory case studies, the mathematical difficulties that might be encountered by dyslexic engineering students. It details support mechanisms that may be put in place to help these students reach their full potential and makes suggestions for the introduction of measures at institutional level to ensure compliance with current legislation. This is an area, identified from the literature search, that has not, until now, been the focus of any substantial research activity and thus the findings form an original and significant contribution to knowledge in this field. The findings are not only intrinsically interesting but will also be of use to practitioners of mathematics, support staff, staff developers and policy makers in higher education. A literature review gives historical background on the development of education in general, and mathematics in particular, in the UK. The main theories and problems associated with developmental dyslexia are also given. Surveys were undertaken to determine the extent of mathematics learning support in UK universities and also to determine the extent of the provision of mathematics support to dyslexic students. Using case study research and by providing one-to-one mathematics support, the difficulties encountered by dyslexic students were investigated. Related work is an exploratory study into the use of different media combinations in Computer Assisted Assessment. Additionally, an in-depth case study of the Mathematics Learning Support Centre at Loughborough University has been undertaken and is reported in detail with recommendations for changes suggested. The results of this research show that mathematics learning support is widespread and often essential to bridge the gap between school mathematics and university level mathematics but specialist mathematical support for dyslexic students is rarely available. It is determined that dyslexic students can be impeded in their learning and understanding of mathematics as a direct result of their dyslexia. Recommendations for further study in some areas and future lines of inquiry in others are suggested

Disability in Postsecondary STEM Learning Environments: What Faculty Focus Groups Reveal About Definitions and Obstacles to Effective Support

Students with disabilities lag behind their peers without disabilities in success outcomes related to access to, persistence within, and completion of postsecondary degree programs (National Center for Education Statistics [NCES], 2017). Faculty play a key role in shaping student success. To date, however, most of the work exploring faculty attitudes and behaviors has drawn from a broad sample (e.g., Buchanan, Charles, Rigler, & Hart, 2010; Kraska, 2003; Jensen, McCray, Krampe, & Cooper, 2004; Rao & Gartin, 2003), with only limited exploration of the attitudes and behaviors of science, technology, engineering, and mathematics [STEM] faculty (e.g., Milligan, 2010; Moon, Utschig, Todd, & Bozzorg, 2011). This study seeks to understand how STEM faculty think about and respond to students with disabilities in order to shape effective interventions. Data were collected through a series of four focus groups with 27 participants across 17 STEM majors including lecturers, pre- and post-tenure, and academic administrators. Key findings from the focus groups illuminated the impact of a formal accommodations process, individual approaches to providing support, and perceptions of the STEM climate towards students with disabilities. Recommendations for research and practice include strengthening support and training for faculty in STEM disciplines while continuing to explore these themes across institutional types

Recruiting Engagement through Readings + Media in Architectural Technology Education

The Architectural Technology Fundamentals course has always included reading assignments – usually chapters from a textbook loaded with technical information, data, and a bit of history. In 2020, underpinned by historic shifts in expectations for architectural education, we took a critical look at our teaching and targeted the reading assignment as an opportunity to teach with equity and about equity. The readings have consistently ranked as the least effective learning mode, falling well behind the lectures, hands-on activities, and exams. After unsuccessfully attempting to promote engagement with the readings through quizzes, written outlines, and summaries, we took an entirely different approach. Evolving the assignment involved looking at the history and scope of design-technology and identifying histories and content realms that we have neglected. To expand the scope and timescale investigated in the reading assignment, three major shifts were implemented: diversify formats; provide countering viewpoints; and center “new” information. The assignment evolved from text-only readings to Readings + Media which now includes text, audio, and visual resources. Based-on the Universal Design for Learning (UDL) Guidelines, we strive to promote student interest and a variety of paths to learning and demonstrating learning. The resources present diverse viewpoints in several ways. First, by providing a diversity of disciplinary perspectives from Landscape Architecture, City Planning, Architecture, Engineering, Science, Medicine, Community Activism, and Art we can begin to recognize the blinders imposed by a single discipline. Second, by selecting underrepresented minority authors on issues of gender, race, and architectural technology, we promote representation of the student body in the bibliography. Third, by offering counterpoints to the pervasive ideals in the architectural academy, students can expose themselves to multiple forms of architectural thinking such as Post-Modernist, Decolonial, and Anarchist thought. After one year, student feedback shows strong support for the new assignment, and students report that Readings + Media is an educationally effective assignment

Path integrals, particular kinds, and strange things

This paper describes a path integral formulation of the free energy principle. The ensuing account expresses the paths or trajectories that a particle takes as it evolves over time. The main results are a method or principle of least action that can be used to emulate the behaviour of particles in open exchange with their external milieu. Particles are defined by a particular partition, in which internal states are individuated from external states by active and sensory blanket states. The variational principle at hand allows one to interpret internal dynamics - of certain kinds of particles - as inferring external states that are hidden behind blanket states. We consider different kinds of particles, and to what extent they can be imbued with an elementary form of inference or sentience. Specifically, we consider the distinction between dissipative and conservative particles, inert and active particles and, finally, ordinary and strange particles. Strange particles (look as if they) infer their own actions, endowing them with apparent autonomy or agency. In short - of the kinds of particles afforded by a particular partition - strange kinds may be apt for describing sentient behaviour.Comment: 31 pages (excluding references), 6 figure

Mathematics learning support and dyslexia

This research identifies, through an extensive series of exploratory and explanatory case studies, the mathematical difficulties that might be encountered by dyslexic engineering students. It details support mechanisms that may be put in place to help these students reach their full potential and makes suggestions for the introduction of measures at institutional level to ensure compliance with current legislation. This is an area, identified from the literature search, that has not, until now, been the focus of any substantial research activity and thus the findings form an original and significant contribution to knowledge in this field. The findings are not only intrinsically interesting but will also be of use to practitioners of mathematics, support staff, staff developers and policy makers in higher education. A literature review gives historical background on the development of education in general, and mathematics in particular, in the UK. The main theories and problems associated with developmental dyslexia are also given. Surveys were undertaken to determine the extent of mathematics learning support in UK universities and also to determine the extent of the provision of mathematics support to dyslexic students. Using case study research and by providing one-to-one mathematics support, the difficulties encountered by dyslexic students were investigated. Related work is an exploratory study into the use of different media combinations in Computer Assisted Assessment. Additionally, an in-depth case study of the Mathematics Learning Support Centre at Loughborough University has been undertaken and is reported in detail with recommendations for changes suggested. The results of this research show that mathematics learning support is widespread and often essential to bridge the gap between school mathematics and university level mathematics but specialist mathematical support for dyslexic students is rarely available. It is determined that dyslexic students can be impeded in their learning and understanding of mathematics as a direct result of their dyslexia. Recommendations for further study in some areas and future lines of inquiry in others are suggested.EThOS - Electronic Theses Online ServiceGBUnited Kingdo

Online Course Design Elements to Better Meet the Academic Needs of Students with Dyslexia in Higher Education

This study sought to determine if an online course designed and delivered in Second Life can meet the needs of higher education students with dyslexia. the course design incorporated strategies from Gagne’ and Briggs’ principles of instruction, Gagnon and Collay’s constructivist learning design, Powell’s key learning needs of dyslexics, and elements of universal design. Specific design elements are discussed including screen captures from the design. the study employed a mixed methods approach incorporating an online survey, recorded observation session, and two follow up interviews. the observation session and interviews were only completed by the sample population of eight participants, which included three participants with dyslexia and five participants without dyslexia. the sample population was selected using purposeful sampling techniques to ensure the widest representation of the population with a small sample. Extensive excerpts of the sample participants’ interview responses are presented and discussed, including participants’ suggestions for improving the course design. Key findings from all three data sources are discussed. Finally, implications for instructional design and special education and suggestions for further research are presented

Why Brilliant People Believe Nonsense: A Practical Text for Critical and Creative Thinking

The information explosion has made us information rich, but wisdom poor. Yet, to succeed in business and in life, we must distinguish accurate from bogus sources, and draw valid conclusions from mounds of data. This book, written for a general adult audience as well as students, takes a new look at critical thinking in the information age, helping readers to not only see through nonsense, but to create a better future with innovative thinking. Readers should see the practicality of enhancing skills that make them more innovative and employable, especially in a day when companies increasingly seek original thinkers, global visionaries, and thought leaders. Targeting high school seniors and college freshmen, but useful to all adult readers, the authors examine surprising and costly mental errors made by respected business leaders, entertainment moguls, musicians, civic leaders, generals and academics. Then, the authors draw practical applications to help readers avoid such mistakes and think more creatively in each field. Although written in an engaging and popular style, over 600 end notes provide authority to this content-rich document. Thus writers, researchers, teachers, and job seekers should find it a useful starting point for research into this important field. Home school teachers and public school educators will find an accompanying free website with lesson plans and teaching tips. It\u27s also a low-cost alternative to expensive texts. (The hard copy is priced reasonably and a pdf of the entire book will be offered free to students on their digital platforms.) Each chapter ends with thought questions and tips for further research.https://digitalcommons.kennesaw.edu/facbooks2015/1011/thumbnail.jp