Reading Math: A Comparison of Reading and Listening to Algebraic Problems

Abstract

Digital text is being used in elementary and secondary education for students with and without disabilities, but without much consideration as to its impact on student outcomes. This single-subject alternating treatment design sought to understand how the performance of three secondary students with visual impairments was impacted by accessing algebra via a digital textbook in comparison to accessing it via a traditional textbook. The main findings of this study suggested that (a) students tended to solve the algebra equations better when they were presented via their traditional textbook; (b) task completion was longer for all three students when using the digital textbook, although the amount of time differed across students; and (c) two of the three students preferred their traditional textbook and one preferred the digital textbook. The results hold implications for the implementation of digital text in mathematics for students with disabilities and suggest that continued research is needed.