Process-Driven Math: An Auditory Method of Mathematics Instruction and Assessment for Students Who Are Blind or Have Low Vision

Autor/inn/en	Gulley, Ann P.; Smith, Luke A.; Price, Jordan A.; Prickett, Logan C.; Ragland, Matthew F.
Titel	Process-Driven Math: An Auditory Method of Mathematics Instruction and Assessment for Students Who Are Blind or Have Low Vision
Quelle	In: Journal of Visual Impairment & Blindness, 111 (2017) 5, S.465-471 (7 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0145-482X
Schlagwörter	Blindness; Visual Impairments; Mathematics Instruction; Teaching Methods; Evaluation Methods; Physical Disabilities; College Students; College Mathematics; Algebra; Trigonometry; Auditory Stimuli; Computer Software; Interaction; Alabama + Suchen Sie Ihr Suchwort? Blindheit; Visual handicap; Sehbehinderung; Mathematics lessons; Mathematikunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Physical handicap; Körperbehinderung; Collegestudent; Trigonometrie; Auditive Stimulation; Interaktion
Abstract	Process-Driven Math is a fully audio method of mathematics instruction and assessment that was created at Auburn University at Montgomery, Alabama, to meet the needs of one particular student, Logan. He was blind, mobility impaired, and he could not speak above a whisper. Logan was not able to use traditional low vision tools like braille and Nemeth code because he lacked the sensitivity in his fingers required to read the raised dots. Logan's need for tools that would enable him to perform the rigorous algebraic manipulations that are common in mathematics courses led to the development of Process-Driven Math. With this method, he was able to succeed in both college algebra and pre-calculus with trigonometry. These tools may help other visually impaired students who are not succeeding in mathematics because they lack access to, or knowledge of, the Nemeth code. Within many algebraic problems, there are processes (algorithms) that must be performed to simplify expressions and solve for variables. Process-Driven Math frees up working memory during the delivery of the mathematic content to the student, and during the student's subsequent manipulation of the equation while working toward a solution. As a result, the student who cannot use or access Nemeth code can better focus on the required algorithms because the cognitive load on working memory is greatly reduced. When using this method, a person who functions as the student's reader and scribe systematically reveals the algebraic expression in layers. The process is highly interactive and places control over the flow of information into the hands of the student. (ERIC).
Anmerkungen	American Foundation for the Blind. 11 Penn Plaza Suite 300, New York, NY 10001. Tel: 800-232-5463; Tel: 212-502-7600; e-mail: afbinfo@afb.net; Web site: http://www.afb.org/store
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01