Running head: ANNOTATED BIBLIOGRAPHY 1

Annotated Bibliography:

Mathematics Assessments for Inclusion

Breanna Delaquis

110220

Brandon University

 
 

  

  

04:706 Theories of Standardized Assessment

Professor Okrainec

June 17, 2020

ANNOTATED BIBLIOGRAPHY 2

Barrett, D. C., & Fish, W. W. (2011). Our move: Using chess to improve math achievement for

students who receive special education services. International Journal of Special

Education, 26(3), 181–193. Retrieved from https://eric-ed-

gov.berlioz.brandonu.ca/contentdelivery/servlet/ERICServlet?accno=EJ959011 

The researchers wanted to assess whether using chess lessons would improve

concentration and basic math skills. The research was done with 38 middle years students, and

the experimental group received twelve, 90 minute chess lessons over a three month period.  The

results showed some significant differences between the students that received chess lessons and

the control group.  The findings speak to the positive benefits of using chess with special needs

students to help improve math proficiency on standardized assessments.  More research would be

necessary to understand the reasoning behind these results but they are intriguing.  This work

highlights the importance of trying different strategies for students that are differently abled.  If

using the game of chess can improve student outcomes it is definitely worth a try.  These results

are encouraging and may motivate teachers to test different approaches with their special needs

learners.

Gulley, A. P., Smith, L. A., Price, J. A., Prickett, L. C., & Ragland, M. F. (2017). Process-Driven

Math: An Auditory Method of Mathematics Instruction and Assessment for Students

Who Are Blind or Have Low Vision. Journal of Visual Impairment & Blindness, 111(5),

465–471. https://doi-org.berlioz.brandonu.ca/10.1177/0145482X1711100507

This article discusses a strategy used to assess blind or visually impaired students called

Process-Driven Math.  This strategy was developed for Logan, a student at Auburn University

who was unable to use the regular low-vision tools because he lacked sensitivity in his fingers. 

Process-Driven Math is quite intensive and requires a reader/scribe to implement it.  The
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reader/scribe reveals algebraic expressions in layers in a very interactive process.  In Logan’s

case he found great success in his college math courses. Using Process-Driven Math Logan

solved over a thousand different math problems.  He has now begun training others in Process-

Driven Math and is a part of the university funded research program called the Logan Project. 

This article highlights a very exciting opportunity for other visually impaired students who aren’t

finding success or access to the usual tools used.  This article highlights the importance of

knowing the needs of all students and looking beyond what is readily available to find tools and

strategies that are more supportive.  Or in the case of these educators, developing a strategy that

is specifically tailored to their students' needs.  

Hansen, E. G., Loew, R. C., Laitusis, C. C., Kushalnagar, P., Pagliaro, C. M., & Kurz, C. (2018).

Usability of American Sign Language videos for presenting mathematics assessment

content. Journal of Deaf Studies and Deaf Education, 23(3), 284–294. doi:

10.1093/deafed/eny008

This article discusses the barriers of individuals that are deaf or hard of hearing when

completing mathematical assessments primarily written in English.  The researchers had 31 deaf

participants’ complete nine pre-college math assessments relying on ASL videos.  There were

two versions of the videos; an avatar and human doing the signing.  The researchers wanted to

test whether these ASL videos would help improve proficiency on math assessments, as well as

determine which version of the video was preferred.  The researchers did note that they only had

a small sample size so that could be the cause of some of the information they got.  One

preference noted by the participants was that they preferred the human signing over the avatar

signing.  The participants recommended that an improvement to the avatar version could be

better facial expressions and mouthing.  Performance score differences in the videos and English
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version were not significant but in the expected direction.  Although there were not significant

findings that supported the use of ASL videos for Mathematics Assessments this is a very

interesting article for educators to read.  This shows the different options for special needs

learners and the work being done to improve the experience for these learners.  

Orosco, M. J., Swanson, H. L., O, C. R., & Lussier, C. (2013). The effects of dynamic strategic

math on English language learners’ word problem solving. Journal of Special Education,

47(2), 1-12. doi: 10.1177/0022466911416248

The authors of this article recognized the struggle of English Language Learners (ELL)

on math assessments that required students to solve word problems.  The researchers used a

strategy called Dynamic Strategic Math (DSM) with 6 Latino second grade students who were at

risk for math failure.  The strategy includes pre teaching, comprehension strategy instruction, and

gradual release in the final stage.  Evaluation of the results shows that each student benefited

from the DSM intervention.  They all showed improvements in solving word problems and

maintained this progress in follow up assessments.  Consideration needs to be given to the very

small sample size used.  The article does highlight the importance of supporting students with

their varying needs.  These ELL students were provided individualized instruction that was

tailored to their language abilities and helped with their comprehension of word problems. 

Recognizing how difficult word problems might be to students who already have challenges with

English comprehension is very important.

Schoenfeld, A. H. (2007). Issues and tensions in the assessment of mathematical proficiency. 

Assessing Mathematical Proficiency, 53, 4-16. Cambridge University Press.

This essay introduces the many issues around mathematical assessment.  Unfortunately,

there are a lot of people interested in the mathematical performance of students during these
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assessments.  The chapter discusses the conflicts between different audiences viewpoints and the

negative side effects of large scale standardized testing.  Some major issues include test score

inflation, curriculum deformation, the stifling of innovation, and the struggle of students with

linguistic barriers or other special needs (Schoenfeld, 2007, p. 4).  The author's goal in this

chapter is to lay it all out for the audience so everyone has a better understanding of the

perspectives of others.  With doing this he hopes that math assessments can be adjusted to serve

all the needs of those completing the assessments.  Educators need to understand the downfalls

of some of these assessments so they can work at selecting or creating better assessments for

their students.  This essay is a great starting point for mathematics educators looking to improve

their practices.   

Temple-Harvey, K. K., & Vannest, K. J. (2012). Participation and performance of students with

emotional disturbance on a statewide accountability assessment in math. Remedial and

Special Education, 33(4), 226–236. doi: 10.1177/0741932510391815 

In this article the researchers were looking at the participation and performance of

students with emotional disturbance (ED) on math assessments.  They wanted to look

specifically at the percentage of students with ED that participated in assessments, whether

students met a minimum proficiency, and whether there was a connection between school factors

and student factors on performance.  They did this study in a Texas school district with a

population of about 50 000 students.  They narrowed it down to 8% of students who were

considered to have ED and were receiving special education accommodations.  In total 138

students participated and they completed the Texas Assessment of Knowledge and Skills

(TAKS) statewide assessment in math.  The results concluded that 34% of the sample group

participated and met proficiency standards on the assessment.  Intelligence and instructional
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settings for math were factors that contributed to the results.  Overall these findings show a

deficit and lack of preparedness of students with ED to complete these standardized

assessments.  As the findings indicate instructional setting is a factor in student success and

therefore educators have a responsibility to create a learning environment that is supportive of

these learners. Continued work needs to be done to support all types of learners for the different

types of math assessments.

ANNOTATED BIBLIOGRAPHY 7

References

Barrett, D. C., & Fish, W. W. (2011). Our move: Using chess to improve math achievement for

students who receive special education services. International Journal of Special

Education, 26(3), 181–193. Retrieved from https://eric-ed-

gov.berlioz.brandonu.ca/contentdelivery/servlet/ERICServlet?accno=EJ959011 

Gulley, A. P., Smith, L. A., Price, J. A., Prickett, L. C., & Ragland, M. F. (2017). Process-Driven

Math: An Auditory Method of Mathematics Instruction and Assessment for Students

Who Are Blind or Have Low Vision. Journal of Visual Impairment & Blindness, 111(5),

465–471. doi:10.1177/0145482X1711100507

Hansen, E. G., Loew, R. C., Laitusis, C. C., Kushalnagar, P., Pagliaro, C. M., & Kurz, C. (2018).

Usability of American Sign Language videos for presenting mathematics assessment

content. Journal of Deaf Studies and Deaf Education, 23(3), 284–294. doi:

10.1093/deafed/eny008

Orosco, M. J., Swanson, H. L., O, C. R., & Lussier, C. (2013). The effects of dynamic strategic

math on English language learners’ word problem solving. Journal of Special Education,

47(2), 1-12. doi: 10.1177/0022466911416248

Schoenfeld, A. H. (2007). Issues and tensions in the assessment of mathematical proficiency. 

Assessing Mathematical Proficiency, 53, 4-16. Cambridge University Press.

Temple-Harvey, K. K., & Vannest, K. J. (2012). Participation and performance of students with

emotional disturbance on a statewide accountability assessment in math. Remedial and

Special Education, 33(4), 226–236. doi: 10.1177/0741932510391815