Teacher Variations when Administering Math Graphics Items to Students with Visual Impairments

Autor/in	Schoch, Christina Sigrid
Titel	Teacher Variations when Administering Math Graphics Items to Students with Visual Impairments
Quelle	(2010), (139 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, The University of Arizona
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-1244-1207-8
Schlagwörter	Hochschulschrift; Dissertation; Large Type Materials; Test Items; Visual Impairments; Braille; Statistical Significance; Correlation; Special Education; Investigations; Questioning Techniques; Visual Stimuli; Problem Solving; Observation; Teaching Methods + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Arbeitsmaterial; Test content; Testaufgabe; Visual handicap; Sehbehinderung; Korrelation; Special needs education; Sonderpädagogik; Sonderschulwesen; Untersuchung; Befragungstechnik; Fragetechnik; Problemlösen; Beobachtung; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	This exploratory study investigated the techniques used by teachers of the visually impaired when administering math questions with graphics to students with blindness or low vision. The researcher observed and videotaped 10 pairs of students with visual impairments and their teachers while the students were taking a test that consisted of 12 graphic math items and found a wide variance existed between teachers in the administering of mathematical test items with graphics to their students. The most prevalent teacher behaviors observed were teacher initiation and graph detail description. For the majority of the teacher initiated responses, teachers gave information on a specific detail of the math graphic. Students predominantly asked for clarification regarding the math graphic itself or clarification of the math problem itself. Teachers used a variety of factors in determining if and when students required assistance during testing for large print or tactile graphics. No statistical significance was found between braille and large print groups with regard to teacher variation, student variation, and scores on test items, No relationship was found between correct answers on the test and teacher variation scores but a strong, positive correlation existed for total test time and teacher variation scores. In addition, there was no statistical significance, between the six math graph types used in this study. Hand movements of braille students were also observed, 90% of students using either both hands or mostly both hands when exploring the tactile graphic math problem. A horizontal movement was the primary direction students used when examining the tactile graphic. Recommendations were made regarding future research with large print and tactile graphics. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10