Advanced Mathematics Communication beyond Modality of Sight

Autor/in	Sedaghatjou, Mina
Titel	Advanced Mathematics Communication beyond Modality of Sight
Quelle	In: International Journal of Mathematical Education in Science and Technology, 49 (2018) 1, S.46-65 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Sedaghatjou, Mina)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0020-739X
DOI	10.1080/0020739X.2017.1339132
Schlagwörter	Mathematics Instruction; Advanced Courses; Foreign Countries; Visual Impairments; Braille; Blindness; Graphs; Tactile Adaptation; Mathematical Concepts; Mathematics Activities; Mathematical Logic; Thinking Skills; Undergraduate Students; Equations (Mathematics); Manipulative Materials; Calculus; Canada + Suchen Sie Ihr Suchwort? Mathematics lessons; Mathematikunterricht; Fortgeschrittenenunterricht; Ausland; Visual handicap; Sehbehinderung; Blindheit; Grafische Darstellung; Tactile stimuli; Taktiles Lernen; Mathematical logics; Mathematische Logik; Denkfähigkeit; Equations; Mathematics; Gleichungslehre; Hilfsmittel; Analysis; Differenzialrechnung; Infinitesimalrechnung; Integralrechnung; Kanada
Abstract	This study illustrates how mathematical communication and learning are inherently multimodal and embodied; hence, sight-disabled students are also able to conceptualize visuospatial information and mathematical concepts through tactile and auditory activities. Adapting a perceptuomotor integration approach, the study shows that the lack of access to visual fields in an advanced mathematics course does not obstruct a blind student's ability to visualize, but transforms it. The goal of this study is not to compare the visually impaired student with non-visually impaired students to address the "differences" in understanding; instead, I discuss the challenges that a blind student, named Anthony, has encountered and the ways that we tackled those problems. I also demonstrate how the proper and precisely crafted tactile materials empowered Anthony to learn mathematical functions. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01