Assistive Technology and Mathematics Education: Reports from the Field

摘要

The results from this project - a two state survey of middle school special education teachers regarding technology use in mathematics education for students with high incidence disabilities - suggested three main results: (a) relatively little technology is reported being used to teach mathematics to this population, (b) teachers generally perceived the technology for mathematics to be effective, and (c) teachers reported not being effectively prepared to teach with technology and felt knowledge and training served as both a barrier and a support to its implementation. Overall, the results implied a research-to-practice gap and vice versa, creating what Parette et al. (2006) coined a "technology implementation paradox" (p. 20).