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논문 기본 정보
- 자료유형
- 학술저널
- 저자정보
- 발행연도
- 2021.6
- 수록면
- 9 - 19 (11page)
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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.
목차
Abstract
1. Introduction
2. UDL-Based Instruction
3. Roles of Technology in UDL-Based Instruction
4. Method
5. Results
6. Discussion
7. Conclusion
References
참고문헌 (33)
참고문헌 신청
CAST / Universal Design for Learning Guidelines v2.2
Kavita Rao / 2020 / Validation of the UDL Reporting Criteria With Extant UDL Research / Remedial and Special Education 41(4):219~230
James D. Basham / 2020 / Measuring the Implementation of UDL in Classrooms and Schools: Initial Field Test Results / Remedial and Special Education 41(4):231~243
Margaret E. King-Sears / 2020 / Universal Design for Learning Chemistry Instruction for Students With and Without Learning Disabilities / Remedial and Special Education 41(4):207~218
Samantha G. Daley / 2020 / Behavioral Engagement among Adolescents with Reading Difficulties: The Role of Active Involvement in a Universally Designed Digital Literacy Platform / Reading & Writing Quarterly 36(3):278~295
Kavita Rao / 2020 / Validation of the UDL Reporting Criteria With Extant UDL Research / Remedial and Special Education 41(4):219~230
James D. Basham / 2020 / Measuring the Implementation of UDL in Classrooms and Schools: Initial Field Test Results / Remedial and Special Education 41(4):231~243
Margaret E. King-Sears / 2020 / Universal Design for Learning Chemistry Instruction for Students With and Without Learning Disabilities / Remedial and Special Education 41(4):207~218
Samantha G. Daley / 2020 / Behavioral Engagement among Adolescents with Reading Difficulties: The Role of Active Involvement in a Universally Designed Digital Literacy Platform / Reading & Writing Quarterly 36(3):278~295
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