Calculating the Value of Graphing Calculators for Seventh-Grade Students with and without Disabilities: A Pilot Study

Autor/in	Bouck, Emily C.
Titel	Calculating the Value of Graphing Calculators for Seventh-Grade Students with and without Disabilities: A Pilot Study
Quelle	In: Remedial and Special Education, 30 (2009) 4, S.207-215 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0741-9325
DOI	10.1177/0741932508321010
Schlagwörter	State Standards; Disabilities; Graphing Calculators; Testing Accommodations; Teaching Methods; Grade 7; Educational Technology; Comparative Analysis; Mathematics Instruction; Mathematics Achievement; Evaluation Methods; Student Evaluation; Inclusive Schools; Mainstreaming; Pretests Posttests + Suchen Sie Ihr Suchwort? Handicap; Behinderung; Grafischer Taschenrechner; Testing process; Accessibility (for disabled); Accessibility; Disabled person; Testdurchführung; Testen; Barrierefreiheit; Zugänglichkeit; Behinderter; Teaching method; Lehrmethode; Unterrichtsmethode; School year 07; 7. Schuljahr; Schuljahr 07; Unterrichtsmedien; Mathematics lessons; Mathematikunterricht; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Schulnote; Studentische Bewertung; Inclusive school; Integrative Schule
Abstract	This study explored the performance of seventh-grade students with and without disabilities, educated in inclusive mathematics classes, on a mathematics assessment aligned to state standards with graphing calculators as an accommodation. The study used random assignment of classes to condition with students nested in classes. Students did not use a graphing calculator on the preassessment but approximately half (52.5%) had access to a graphing calculator on the post-assessment. The results indicate that students with disabilities made gains from preassessment to post-assessment but students without disabilities performed statistically significantly better on the post-assessment than did students with disabilities, F(1, 35) = 4.322, p = 0.045. The results raise concern about the validity of calculators as assessment accommodations for students with disabilities. (Contains 2 notes, 3 tables and 3 figures.) (As Provided).
Anmerkungen	SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10