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Designing a Virtual High School Mathematics Tutoring Program for Students with Learning Disabilities
PROCEEDING

, , University of Cincinnati, United States

EdMedia + Innovate Learning, in Online ISBN 978-1-939797-65-0 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC

Abstract

: To provide positive opportunities for students with learning disabilities to succeed in Algebra 1, Geometry, and beyond as well as to address the widening achievement gaps exacerbated by COVID-19, we designed, implemented, and evaluated a virtual high school mathematics tutoring program for students with learning disabilities utilizing special education preservice teachers as tutors. This study explores the use of the Zoom conferencing tool and iPevo document cameras to provide one-on-one tutoring. In order to assess the efficacy of this approach, we followed three pairs of tutors and their high school students through their progress of tutoring remotely. We collected tutors’ reflections on their progress and then conducted focus groups with the tutors and high school personnel. A qualitative thematic analysis with a three-phase approach including concept coding, frequency counts, and categories was completed. Early results suggest potential for the virtual tutoring program along with ways to enhance the program.

Citation

Zydney, J. & Hord, C. (2022). Designing a Virtual High School Mathematics Tutoring Program for Students with Learning Disabilities. In T. Bastiaens (Ed.), Proceedings of EdMedia + Innovate Learning (pp. 897-900). Online: Association for the Advancement of Computing in Education (AACE). Retrieved March 28, 2024 from .

Slides