Math through the Mind's Eye

Fisher, Sara P.; Hartmann, Christopher

doi:10.5951/mt.99.4.0246

Cited by 7 publications

(3 citation statements)

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“…As a result, visually impaired audiences of all ages often have difficulty accessing the scientific content and may not be as engaged as their sighted peers. This can result in the exclusion of large demographic groups (Mason, 2001;Fisher and Hartmann, 2005). Very often, scientists lack the specialist skills and materials required to make projects accessible to students with visual impairment (VI), meaning that teaching assistants act as intermediaries in the interaction, diluting the impact.…”

Section: Introductionmentioning

confidence: 99%

Tactile Collider: A new approach to the communication of fundamental science to visually impaired people

Appleby¹,

Edmonds²,

Watson³

2020

Research for All

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There is a large public interest in topics such as the Large Hadron Collider and the Higgs boson, primarily communicated to school children and the wider public using visual methods. As a result, visually impaired audiences of all ages often have difficulty accessing the scientific communication and may not be culturally involved in the scientific process. Tactile Collider aims to address this issue and has developed new methods of engaging visually impaired children and adults in science by the creation of the Tactile Collider model. This model has been developed with visual impairment (VI) experts and consultations, and implemented in a national touring event called Tactile Collider, visiting VI schools and centres around the country between 2017 and 2019. This paper describes the model and its development, and the use of the model to curate Tactile Collider events in 2017 and 2018. We present a quantitative and qualitative analysis of three 2018 events, showing the effectiveness of the approach and the engagement of the audience. The broader applicability is discussed.

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Section: Introductionmentioning

confidence: 99%

Tactile Collider: A new approach to the communication of fundamental science to visually impaired people

Appleby¹,

Edmonds²,

Watson³

2020

Research for All

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“…Although students with visual impairments can experience success in mathematics education, they often face larger challenges than their peers without disabilities (Beal & Shaw, 2008;Blackorby, Chorost, Garza, & Guzman, 2003;Fisher & Hartmann, 2005). One issue of note is that students who are blind must learn to use the Nemeth Code for Braille Mathematics and Science Notation to gain access to and produce mathematical work.…”

mentioning

confidence: 99%

Instruction in Specialized Braille Codes, Abacus, and Tactile Graphics at Universities in the United States and Canada

Rosenblum

Smith

2012

Journal of Visual Impairment & Blindness

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Introduction This study gathered data on methods and materials that are used to teach the Nemeth braille code, computer braille, foreign-language braille, and music braille in 26 university programs in the United States and Canada that prepare teachers of students with visual impairments. Information about instruction in the abacus and the preparation of tactile graphics was also gathered. Methods A faculty representative from each university completed a 39-question online demographic survey during fall 2011. Frequency counts for each item were tabulated, and comments were reviewed and categorized. Results All 26 university programs provided instruction in the Nemeth braille code. Most also provided introductory information on foreign-language braille, computer braille, and music braille. There was a high rate of consistency across the programs in what constituted a braille error. The university programs required students to prepare tactile graphics and learn computation on the abacus. The delivery of courses through a hybrid model was most common. Discussion University programs are providing instruction in the Nemeth braille code, though there is variability in the topics that are covered, the books that are used, and the assignments that are required. Most university programs are also exposing their preservice students to specialized braille codes and are teaching them to produce tactile graphics and to perform computations on the abacus. Future studies are needed to look at the quality of instruction and, if the amount of instruction in the different topics is sufficient, to prepare future teachers of students with visual impairments adequately. Implications for practitioners Data gathered from this study will assist university programs to evaluate the content of their courses on the topics that were studied. Adjustment in the content of courses may result, which may subsequently affect the skill set of practitioners as they complete university preparation.

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“…Although students with visual impairments can experience success in mathematics, they often face greater challenges than their peers without disabilities (Blackorby, Chorost, Garza, & Guzman, 2003;Fisher & Hartmann, 2005;Thahane, Myburgh, & Poggenpoel, 2005). Such challenges include lagging several years behind in developing an understanding of particular mathematical concepts (e.g., many and few, same and different, large and small, and part and whole), accessing problem information, and providing answers (Beal & Shaw, 2008;Bishop, 2004).…”

mentioning

confidence: 99%

Speaking Math — A Voice Input, Speech Output Calculator for Students with Visual Impairments

Bouck

Flanagan

Joshi

et al. 2011

J Spec Educ Technol

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This project explored a newly developed computer-based voice input, speech output (VISO) calculator. Three high school students with visual impairments educated at a state school for the blind and visually impaired participated in the study. The time they took to complete assessments and the average number of attempts per problem were recorded when they used the VISO calculator and their typical individualized method of calculation. The results indicated that the time to complete assessments and the average number of attempts per problem decreased as the students continued to use the VISO calculator. Students reported positive perceptions of the calculator, particularly noting the independence it provided as compared to their typical means of calculation. Implications for practice, limitations of the study, and future research directions are discussed.

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Math through the Mind's Eye

Cited by 7 publications

References 0 publications

Tactile Collider: A new approach to the communication of fundamental science to visually impaired people

Tactile Collider: A new approach to the communication of fundamental science to visually impaired people

Instruction in Specialized Braille Codes, Abacus, and Tactile Graphics at Universities in the United States and Canada

Speaking Math — A Voice Input, Speech Output Calculator for Students with Visual Impairments

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