[논문]High School Students' Perceptions of Mathematics Teachers' Implementation of UDL-Based Practices and Technology in Mathematics Classes

Shin, Mikyung; Kang, Eunyoung; Lee, Okin

doi:10.5392/ijoc.2021.17.2.009

High School Students' Perceptions of Mathematics Teachers' Implementation of UDL-Based Practices and Technology in Mathematics Classes 원문보기

International journal of contents, v.17 no.2, 2021년, pp.9 - 19

Shin, Mikyung (Department of Education, West Texas A&M University) , Kang, Eunyoung (Department of Special Education, Joongbu University) , Lee, Okin (Department of Secondary Special Education, Jeonju University)

Abstract ▼ AI-Helper

The purpose of this survey-based study was to investigate high school students' perceptions of mathematics teachers' implementation of Universal Design for Learning (UDL)-based practices and technology in their mathematics classes in 2017. A total of 303 high school students in South Korea participated in this online survey on teachers' use of technology for instructional practices, the frequency of technology tool use, and the meeting of UDL guidelines in mathematics instruction. According to frequency analysis, high school students generally perceived their teachers' mathematics teaching as somewhat positive in providing multiple means of representation, action and expression, and engagement. However, mathematics teachers' implementation of technology tools in their mathematics classes was generally limited. This study indicated significant and positive relationships between variables regarding the use of technology tools and teachers' efforts to follow the UDL guidelines. Applying the Chi-squared test, we further examined how each survey result differed according to high school students' academic achievements and grade levels.

주제어

표/그림 (5)

표 Table 1. Demographics of respondents (N = 330)
표 Table 2. Implementation of UDL-based practices in high school mathematics classes (%)
표 Table 3. Use of technology for instructional practices (%)
표 Table 4. Use of technology tools (%)
그림 Figure 1. Bivariate correlations among variables. Association between the implementation of each variable pair. The size of each circle is proportional to the amount of cell contribution. Blue cells specify a positive association, and red cells indicate a negative association.

AI 본문요약
AI-Helper

대상 데이터

As shown in Table 1, 330 current high school students participated in this online survey. There were 174 female and 156 male students who were in either high school year one (n = 110), year two (n = 114), or year three (n = 106).
Students varied in their academic performance in high school mathematics: low achievement (n = 53), average achievement (n = 191), or high achievement (n = 86). Regarding geographic location, the students were from several cities, including Seoul (n = 88) and Gyeonggi (n = 76). Prior to starting the study, we underwent a review by the Institutional Review Board (IRB) at the first author’s university and received approval for the study.
As shown in Table 1, 330 current high school students participated in this online survey. There were 174 female and 156 male students who were in either high school year one (n = 110), year two (n = 114), or year three (n = 106). Students varied in their academic performance in high school mathematics: low achievement (n = 53), average achievement (n = 191), or high achievement (n = 86).

데이터처리

For the final research question, Spearman’s correlation analysis was conducted and the associations between the variables were explored.
To determine the statistical differences in categorical survey items by students’ academic achievement and high school year levels, we applied Pearson’s chi-squared tests as a secondary analysis

성능/효과

This will require a change of thinking. Additionally, efforts must be made to improve the quality of technology to teach classes based on UDL practices (e.g., a variety of methods to help students create activities that require high-level thinking) as a means of creating an educational environment that promotes higher thinking ability, such as problem-solving learning, which is a representative teaching method of mathematics.
Regarding mathematics teachers’ efforts to provide multiple means of representation (UDL1), the teachers were perceived as providing a variety of learning materials to help in students’ comprehension (31.21% agree and 38.48% neutral), followed by providing a variety of resources to help students understand new information (28.48% agree and 41.52% neutral) and providing students with multiple options to understand texts and symbols with ease (27.58% agree and 43.03% neutral).
This study shows that the often-used instructional practice of teacher-directed explanatory instruction needs to be shifted to the direction of using technology as a means for student-centered classes (or self-directed classes) pursued in the UDL-based philosophy of practices. Technology should no longer be recognized as a learning aid or a motivational means, but as an essential tool for creating an interactive educational environment.

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