A Comparison of Technological Bootstrapping Practices of Postsecondary and Middle-Years Students With Mathematical Learning Disabilities

• In Event: Improving Mathematical Practices for Students With Disabilities 1

Abstract

Drawn from a larger study of the emergent technological practices of post-secondary and middle years students with mathematics learning disabilities, this exploratory case study compares bootstrapping processes reported by post-secondary and middle years students in using and adapting personal mobile devices. Videotaped semi-structured interviews were conducted with nine post-secondary students and twelve middle years students in two Western Canadian urban centres. Early findings suggest that, compared to post-secondary students, most middle year students are less aware of affordances of technology, but some who engage in personal technology projects have begun to bootstrap these skills for schoolwork. Grounded in a “learner’s perspective,” this study has the potential to identify adaptations and strategies that may be helpful to others with learning disabilities.

Authors

• Alayne Cheryl Armstrong, University of Regina

• Mirela Gutica, British Columbia Institute of Technology