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Math Test-Taking Behavior of Students With Learning Disabilities: A Natural Language Processing Approach

Thu, April 13, 4:40 to 6:10pm CDT (4:40 to 6:10pm CDT), Sheraton Grand Chicago Riverwalk, Floor: Level 4, Sheraton Ballroom IV and V


This study used n-gram natural language modeling to identify math problem-solving be-haviors of students with learning disabilities (LD) and their typically developing (TD) peers by analyzing 2017 NAEP eighth-grade process data collected on a math fraction item. As compared with TD students, students with LD were less likely to have a short and correct action sequence; instead, they exhibited more hesitant and repetitive behavior. Students with LD were also less likely to review and check their answer after submitting the correct answer than their TD peers. Furthermore, students with LD spent more time than TD students to decide whether to clear an answer, to eliminate a wrong choice, and to choose the correct answer.