A touch of mathematics: coming to our senses by observing the visually impaired

Figueiras, Lourdes; Arcavi, Abraham

doi:10.1007/s11858-013-0555-x

Cited by 19 publications

(7 citation statements)

References 19 publications

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“…Findings from such studies should enable teachers to better support braille readers in mathematics and in successfully finishing their educational path. Finally, research on how braille readers perceive and process mathematical expressions also leads to insights that contribute to the learning of mathematics in general (Figueiras & Arcavi, 2014).…”

Section: Conclusion and Discussionmentioning

confidence: 99%

An Exploratory Study of Reading Mathematical Expressions by Braille Readers

Leendert

Doorman

Drijvers

et al. 2019

Journal of Visual Impairment & Blindness

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Introduction: Braille readers encounter difficulties when reading mathematical expressions. In this exploratory study, we created a setting to investigate these difficulties. Method: Using a motion-capturing system, we analyzed the tactile strategies of three braille readers while they read mathematical expressions. To compare tactile with visual reading strategies, we also analyzed the oculomotor performance in five print readers. Results: The analysis showed that the two experienced braille readers needed about 3.5 times as much time as print readers to read and solve four items involving mathematical expressions. The braille readers used personal reading strategies for all items with little use of the structure of the expression. In contrast, the reading strategies of print readers showed item-dependent and structure-related characteristics. Discussion: The braille readers had difficulties, within the constraints of tactile reading, to align their reading strategies with the solution procedures required by the mathematical structure of the items. Implications for practitioners: Teachers need to become aware of the kind of problems that braille readers confront when they try to comprehend and solve mathematical problems.

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Section: Conclusion and Discussionmentioning

confidence: 99%

An Exploratory Study of Reading Mathematical Expressions by Braille Readers

Leendert

Doorman

Drijvers

et al. 2019

Journal of Visual Impairment & Blindness

View full text Add to dashboard Cite

show abstract

“…Success with older students with visual impairments engaging in embodied activities has shown promise for improving active engagement and student understanding of graphs. Figueras & Arcavi’s (2014, 2015) studies found that students were highly capable of noticing and integrating local and global spatial details of embossed graphs through touch and movement, and of combining kinesthetic experience and verbal metaphors to understand and communicate mathematical concepts (p. 185). Healy and Fernandes’ (2014) studies showed that embodied gestures are central to mathematical meaning-making for students with visual impairments, similar to the importance of sketching a diagram with a sighted learner, and multimodal embodied experiences support older students’ robust mathematical conceptualizations (Fernandes & Healy, 2013).…”

Section: Introductionmentioning

confidence: 99%

Enhancing mathematical noticing of graphs through movement, voice, and metaphor: An intervention with two students with visual impairment

Gerofsky

Zebehazy

2020

British Journal of Visual Impairment

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This qualitative study explores the potential for metaphor, movement, gesture, and vocalization in helping learners notice mathematically important features of graphs, and in making mathematics more accessible for learners with visual impairment. Two elementary school students with visual impairment were introduced to several multimodal activities related to the graphs of mathematical functions, using a pre-/post-assessment methodology. Video recordings of the session were coded for qualitative changes in engagement with graphs through multimodal representations. After the activity intervention, both students showed improvements in their ability to voice, gesture, and describe details of mathematical graphs with accuracy and understanding. The findings demonstrate the potential of multimodal methods for teaching mathematics and enhancing other skill areas through movement, metaphor, voice, and gesture. The findings suggest that full-bodied experience with graphs can provide foundational support for learners with visual impairment to work with print or tactile graphics. We propose that purposeful selection of materials and collaboration between teachers of students with visual impairment, mathematics educators, and teachers of dance and physical education can enhance the design and implementation of effective lessons using multimodal means.

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“…Research has suggested that the efforts of students with disabilities are not enough on their own to close the gap between them and other students when the classroom environment is not conducive to learning for these students and/or their teachers are not effective (Zhou, Parker, Smith, & Griffin-Shirley, 2011). Visually impaired students need motivated teachers who can address their learning styles (Anthony & Walshaw, 2009; Figueiras & Arcavi, 2014; Quek & McNeill, 2006). The equity principle requires the collaboration of all members of a classroom, including both visually impaired and sighted students and their teachers.…”

Section: Introductionmentioning

confidence: 99%

An exploratory study of visually impaired students’ perceptions of inclusive mathematics education

Bayram

Çorlu

Aydın

et al. 2015

British Journal of Visual Impairment

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The Turkish Disability Act introduced inclusive education to Turkey as a solution to the problems experienced by students with disabilities, including visually impaired students. The main purpose of this study was to explore the challenges faced by visually impaired students learning high school mathematics in inclusive classrooms in Turkey. The data were qualitative, consisting of interviews conducted with three high school graduates; they were analysed using the constant comparison method. In the interviews, students described the effects of various teaching methods on their learning and evaluated the social aspect (broadly speaking) of inclusive education. The results show that while the social needs of visually impaired Turkish students were adequately met through inclusive education, their academic needs were not, which we speculate to be partly because of mathematics teachers' negative attitudes towards inclusive education.

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A touch of mathematics: coming to our senses by observing the visually impaired

Cited by 19 publications

References 19 publications

An Exploratory Study of Reading Mathematical Expressions by Braille Readers

An Exploratory Study of Reading Mathematical Expressions by Braille Readers

Enhancing mathematical noticing of graphs through movement, voice, and metaphor: An intervention with two students with visual impairment

An exploratory study of visually impaired students’ perceptions of inclusive mathematics education

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