Auditory math access works best when the technology is familiar: Math Speak aided expression identification, and BVI students performed similarly to or slightly better than traditional methods with familiar apps¶

Claim · All claims
Evidence · 1 study (2 entries) · review r2 · q2
Currency · newest study 2022 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Listeners hearing math expressions voiced with Math Speak guidelines performed significantly better than those hearing other auditory forms of the same expressions. → Steinbach 2022 q2 i? BVI students felt motivated using an iPad pre-algebra app and performed slightly better than with traditional methods, while a MathPlayer-voiced condition performed similarly to traditional methods. → Steinbach 2022 (2)

Evidence¶

Steinbach 2022¶

Steinbach, S. (2022). Looking beyond vision: Supports for students who are blind or visually impaired in mathematics. NWEA. https://www.nwea.org/research/publication/looking-beyond-vision-supports-for-students-who-are-blind-or-visually-impaired-in-mathematics/

q2 · i? · review · r2

The review reports, citing Isaacson et al. (2010), that participants hearing Math Speak-voiced expressions "performed significantly better than those who heard other auditory forms of the same expression." No effect size printed.

"The authors found that those who heard expressions using Math Speak performed significantly better than those who heard other auditory forms of the same expression."

Steinbach 2022 (2)¶

Steinbach, S. (2022). Looking beyond vision: Supports for students who are blind or visually impaired in mathematics. NWEA. https://www.nwea.org/research/publication/looking-beyond-vision-supports-for-students-who-are-blind-or-visually-impaired-in-mathematics/

q2 · i? · review · r?

The review reports, citing Beal & Rosenblum (2018), that BVI students felt motivated using an iPad app for pre-algebra word problems and "performed slightly better with the app than with their traditional methods." No effect size printed.

"In contrast, students felt motivated to use an iPad app to solve pre-algebra word problems (Beal & Rosenblum, 2018), and even performed slightly better with the app than with their traditional methods."

Studies bearing on this claim¶

Which routes into the content work for learners with visual or hearing impairments? This table gathers the studies behind this claim and the 2 narrower claims that bear on it: 4 distinct studies (2 qualitative, 1 review, 1 theoretical), q1–q2, 0 of 4 with an effect size coded. One row per study, codes as each entry records them; no effect is averaged and no verdict is drawn. Built by scripts/synthesize_claim.py from eval/synthesis/; a row that looks wrong is fixed on the claim it comes from.

Discussion¶

Learner Variables¶

• Access — moderator: an instructional effect differs with it

Related Claims¶

• Combining voiced auditory descriptions with tactile graphics increased braille readers' likelihood of answering assessment items correctly — related
• BVI students face material and instructional barriers: late STEM materials, error-laden tactile worksheets, and variable teacher graphic descriptions — related
• Vision is not required for developing number sense and math skills in BVI learners — related
• Score-access barriers push musicians with BLV toward memorization and listening-based learning, and accessible notation tools miss performance-critical details — related
• The item-quality and prediction work is part of a larger project aiming to make online math more accessible to students with visual impairments — related