The Difficulties Dyslexic Students Experience Using Calculators

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The Difficulties Dyslexic Students Experience
Using Calculators

• By Clare Trott
• Mathematics Education Centre
• Loughborough University
• DDIG conference
• Wednesday 5th April 2006

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Introduction

• University proposed restricting range of
  calculators for examinations
• Proposed approved list included
• Casio FX83 series
• Casio FX85 series
• Sharp EL531 series
• Texas Instruments TI-30 series

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Dyslexic Difficulties and Calculators

• Working Memory
• Poor sequencing
• Symbolic processing
• Visual perceptual difficulties

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A Recent Experience

• Dyslexic student lost calculator used since early
  school days
• Replaced with new model, as old model no longer
  available
• Caused anxiety
• No recommendations re suitable calculators
  available

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Aims of Project

• Investigate and evaluate the range of currently
  available 2-line calculators
• Recommendations for dyslexics
• Draw up approved list for exams
• To then carry out a series of experiments
  observing and timing students using familiar and
  unfamiliar calculators.
• Compared the performance of dyslexics and
  non-dyslexics.

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4 Phases

• Phase One
• Background research, initial investigations
• Phase Two
• Pilot study
• Phase Three
• trials
• Phase Four
• Further investigations

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Phase One
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• Background research
• Literature search
• Survey of Retail Outlets
• Initial investigation
• Collecting information on 2-line calculators
• Initial evaluation by project team
• Evaluation by dyslexic students

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Background Research

• Very little available - not relate specifically
  to dyslexia.
• TechDis talking calculators for the visually
  impaired.
• BDA
• Computer Algebra System calculators (CAS)
• Johnson (2003)
• Other lists
• No research had looked into dyslexia
• Algebraic logic

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Caution

• Calculators are frequently superseded by
  manufacturers
• Survey of Retail Outlets

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Features to Consider

• Position of buttons
• Button size, shape, colour
• Position and range of functions
• Colours of text
• Font and size of text
• Screen, size, font, colour
• Background colour, contrast

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Phase 1Evaluation

• Methodology
• 11 dyslexic students
• 4 calculators
• Which would you buy and why?

• Evaluation
• 8 selected FX85
• 10 background colour
• 8 familiarity
• Button size, background contrast, power source

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Casio FX85

• Looks standard, efficient, familiar
• Dark background
• Lettering clear
• Shape, size good
• Brand name

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Sharp EL531 VH

• Softer buttons
• Poor visual
• Orange shift
• Light background
• White numbers
• Poor contrast

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Sharp EL531 WB-WH

• Larger screen
• Larger screen font
• Cluttered, fussy
• Too many visuals
• Green, orange lettering
• Same colour background/buttons
• Screen glare

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Texet Albert 3

• Small, lightweight
• Small buttons
• Cramped
• Yellowish screen
• Too dotty
• Brand name
• Blue but transparent

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Additional Points

• Exam Hall can be dark
• 2-line calculators help students with poor
  working memory
• My worst case scenario is to forget my
  calculator and have to borrow one I am not used
  to
• My usual calculator is metallic silver and the
  glare is very bad I sometimes cannot use it

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Phase Three
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Methodology

• 2 very similar tests written
• 22 questions on each, no words
• Range of mathematics applicable to 1st yr
  engineers
• Shorter familiarisation task written
• same functions as main tests
• Students timed
• Completion of questionnaire at end

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Model P
Unfamiliar
Familiarisation
Familiar
Exercise
Calculator
Calculator
Model Q
Familiar
Unfamiliar
Familiarisation
Calculator
Calculator
Exercise
Time difference Unfamiliar Time Familiar
Time Unfamiliar Calculator Casio FX85
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Sample

• 1st year engineering students, not with Casio
  FX82, 83 or 85
• Participants identified as dyslexic and
  non-dyslexic
• Participants randomly divided into two groups
• Model P
• Model Q

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Results 1 - Time

• Familiar gt Unfamiliar
• Learning Effect, increasing speed
• Learning Effect greater for non-dyslexics

 
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Results 2 - Time

• Non-dyslexic 161.5 seconds,
• Familiar lt Unfamiliar, Learning Effect
• Dyslexic 24 seconds
• Familiar gt Unfamiliar

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Familiarisation

• Showed the importance of the familiarisation
  exercise
• Recommend a period of familiarisation for new
  calculator models
• Use of specific familiarisation exercises
  appropriate to the level of mathematical
  functions required by the user

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Recommended Guidelinesfor Dyslexic Students
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• Background colour
• Dark
• Opaque
• not metallic
• not transparent
• Colour (Blue)

• Background
• contrast
• Keys clearly visible against backgrounds

.
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• Buttons
• Large size
• Regular shape

• Font
• Clear
• Appropriate
• Suitable Colour
• Contrast to background
• 2nd functions in large clear fonts.

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• Layout
• Uncluttered
• Avoid too many 2nd or 3rd functions

• Screen
• Large
• Coloured (if possible)
• smooth pixel display
• not reflective

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Other Points

• Symbols familiar symbols e.g. or yx or x?
• Algebraic logic order its written in
• Dual powered
• Ans button for WM
• Familiarisation

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Phase 4
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• Methodology
• unfamiliar calculator, Aurora SC582
• video

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• Student A
• Pauses
• Hovering Finger
• Key positions not in WM
• Sequencing, cannot locate numerical keys
• Follows digits on the sheet with his other hand
• Student B
• Difficulty locating keys
• Increasing frustration, stress
• Forced to stop for noticeable time period