Testing accommodation or modification? The effects of integrated object representation on enhancing geometry...

Area of Science:

• Mathematics Education
• Special Education
• Cognitive Psychology

Background:

• Geometry and spatial sense are crucial for mathematics learning.
• Many K-12 students with learning disabilities (LD) face challenges in geometry.
• Existing research highlights geometry difficulties (GD) in students with LD.

Purpose of the Study:

• To investigate the impact of an integrated object representation (IOR) accommodation on geometry test performance.
• To compare the effectiveness of IOR for students with and without GD.
• To explore implications for supporting students with mathematics learning difficulties.

Main Methods:

• A researcher-developed geometry problem-solving test was administered to 118 elementary students.
• Students were assessed under standard testing and IOR accommodation conditions.
• Analysis involved ANOVA and regression discontinuity (RD) designs.

Main Results:

• Students with GD (n=36) scored below 40% on the standard test, while students without GD (n=82) scored 40% or above.
• Both groups improved scores with the IOR accommodation.
• Students with GD demonstrated a greater benefit from the IOR accommodation compared to students without GD.

Conclusions:

• The integrated object representation (IOR) accommodation is effective in improving geometry test performance for students with GD.
• Findings support the use of specific accommodations for students with mathematics learning difficulties.
• Regression discontinuity (RD) design is recommended for future LD research.