A content analysis of research on technology use for teaching mathematics to students with disabilities: word networks and topic modeling

Shin, Mikyung; Ok, Min Wook; Choo, Sam; Hossain, Gahangir; Bryant, Diane P.; Kang, Eunyoung

doi:10.1186/s40594-023-00414-x

International Journal of STEM Education

Table 2 Results of piecewise linear regressions

From: A content analysis of research on technology use for teaching mathematics to students with disabilities: word networks and topic modeling

Variable	Estimate	SE	t	p value
Computer-assisted instruction
Level in 1980	.270**	.095	2.830	.005
Trend in the 1980s	.017	.013	1.318	.188
Trend change after 1990	− .048*	.020	− 2.433	.015
Trend change after 2000	.025	.013	1.918	.056
Trend change after 2010	− .001	.008	− 0.111	.912
Instructional sequence
Level in 1980	.005	.065	0.085	.933
Trend in the 1980s	− .001	.009	− 0.140	.889
Trend change after 1990	.009	.014	0.628	.530
Trend change after 2000	− .014	.011	− 1.320	.187
Trend change after 2010	.024**	.008	3.115	.002
Learning disabilities
Level in 1980	.078	.082	0.950	.342
Trend in the 1980s	− .004	.011	− 0.377	.706
Trend change after 1990	.013	.018	0.736	.462
Trend change after 2000	− .012	.013	− 0.942	.347
Trend change after 2010	.004	.008	0.429	.668
Visual-based technology
Level in 1980	.0001	.069	0.002	.999
Trend in the 1980s	.0003	.010	0.036	.971
Trend change after 1990	.001	.015	0.081	.936
Trend change after 2000	.001	.011	0.061	.951
Trend change after 2010	.010	.008	1.265	.206
Word problem-solving instruction
Level in 1980	.084	.078	1.082	.280
Trend in the 1980s	− .002	.011	− 0.155	.877
Trend change after 1990	.002	.017	0.119	.905
Trend change after 2000	− .00003	.012	− 0.002	.998
Trend change after 2010	.001	.008	0.096	.924
Calculators
Level in 1980	.085	.068	1.254	.210
Trend in the 1980s	− .002	.009	− 0.204	.839
Trend change after 1990	.0001	.015	0.009	.993
Trend change after 2000	.012	.011	1.058	.290
Trend change after 2010	− .023**	.008	− 3.108	.002
Mathematics achievement
Level in 1980	.146	.079	1.846	.066
Trend in the 1980s	.001	.011	0.047	.963
Trend change after 1990	− .016	.017	− 0.935	.350
Trend change after 2000	.024*	.011	2.186	.029
Trend change after 2010	− .012	.007	− 1.744	.082
Testing
Level in 1980	.037	.066	0.561	.575
Trend in the 1980s	.007	.009	0.722	.471
Trend change after 1990	− .011	.014	− 0.784	.433
Trend change after 2000	.005	.011	0.498	.619
Trend change after 2010	− .002	.007	− 0.258	.796
Robotics
Level in 1980	.045	.061	0.743	.458
Trend in the 1980s	− .005	.008	− 0.657	.512
Trend change after 1990	.018	.013	1.375	.170
Trend change after 2000	− .018	.010	− 1.755	.080
Trend change after 2010	.007	.007	0.960	.338
Auditory support
Level in 1980	− .023	.062	− 0.372	.710
Trend in the 1980s	.009	.009	1.027	.305
Trend change after 1990	− .010	.014	− 0.737	.462
Trend change after 2000	.001	.010	0.114	.909
Trend change after 2010	− .001	.007	− 0.187	.852
Software
Level in 1980	.206**	.071	2.888	.004
Trend in the 1980s	− .017	.009	− 1.860	.063
Trend change after 1990	.027	.014	1.904	.057
Trend change after 2000	− .018	.010	− 1.777	.076
Trend change after 2010	.008	.006	1.260	.208
Support for visual materials
Level in 1980	.039	.059	0.665	.506
Trend in the 1980s	− .005	.008	− 0.579	.563
Trend change after 1990	.009	.012	0.732	.465
Trend change after 2000	.001	.009	0.076	.940
Trend change after 2010	− .009	.006	− 1.406	.160
Apps
Level in 1980	− .0003	.056	− 0.005	.996
Trend in the 1980s	.005	.008	0.607	.544
Trend change after 1990	− .006	.013	− 0.432	.666
Trend change after 2000	.003	.010	0.264	.792
Trend change after 2010	− .003	.006	− 0.403	.687
Self-monitoring tool
Level in 1980	.011	.052	0.210	.834
Trend in the 1980s	− .002	.007	− 0.340	.734
Trend change after 1990	.012	.012	1.036	.301
Trend change after 2000	− .009	.010	− 0.873	.383
Trend change after 2010	− .008	.006	− 1.303	.193
Fraction instruction
Level in 1980	.016	.051	0.314	.754
Trend in the 1980s	.0001	.007	0.017	.986
Trend change after 1990	.001	.011	0.087	.930
Trend change after 2000	− .002	.008	− 0.210	.834
Trend change after 2010	.007	.006	1.188	.235

SE: standard error. Bold font denotes statistically significant coefficients
^*p < .05. **p < .01. ***p < .001

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