Mathematical Concept Development in Blind and Sighted Children

Andreou, Yiannoula; Kotsis, Konstantinos

doi:10.18848/1447-9494/cgp/v12i07/47920

Cited by 4 publications

(3 citation statements)

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“…Much of the literature about teaching blind students focuses on what these students cannot do; in contrast, we support the view of Andreou and Kotsis (2005) and argue that there are a number of tasks and concepts where blind students will have advantages over their sighted peers. For example, the first author offers the following reflections:…”

Section: What the Teacher Can Do To Preparesupporting

confidence: 52%

Advice From Blind Teachers on How to Teach Statistics to Blind Students

Godfrey

Loots

2015

Journal of Statistics Education

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Blind students are bound to make up a very small part of the population most university lecturers will encounter during their careers. Research to date shows that good communication between staff and student improves the chances of a successful outcome for both parties. The research does show, however, that the exercise seems to be one of re-inventing the wheel, perhaps with a less than fully informed blueprint to work from.The authors use their own experiences as blind students who progressed beyond research methods or first year introductory courses into careers as teachers and researchers of statistical methods to provide guidance for their sighted colleagues. Our principle point of difference to the existing research work is that we rely on the experience of our statistical education for our current livelihoods; we were not one-off students taking a research methodology course or first year introductory course. We benefitted from the successful (and possibly the not so successful) interactions we had with our sighted teachers.It is our hope that by saving staff from wasted effort, we can spare students from unnecessary discomfort in classes that could improve their future employment prospects. Our aim is therefore to provide practical support for our sighted colleagues and blind peers as we work together towards the empowerment of blind students in becoming competent producers of statistical information, not just consumers who interpret that information.

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Section: What the Teacher Can Do To Preparesupporting

confidence: 52%

Advice From Blind Teachers on How to Teach Statistics to Blind Students

Godfrey

Loots

2015

Journal of Statistics Education

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“…Diagrams and graphs pose problems for students with low vision or no vision because they are only seeing a piece of the diagram or graph at one time and they do not get the" big picture", whereas students with vision can see the "big picture" at once. Researchers have expressed concerns regarding the difficulty of students to read and interpret tactile diagrams, especially those attempting to convey concepts of scale or 3-dimensional views of an object (Sheppard and Aldrich, 2001;Bolt and Thurlow, 2004;Andreou and Kotsis, 2005;Kamei-Hannan, 2009).…”

Section: Tactile Graphicsmentioning

confidence: 99%

Implications of 3-D Printing for Teaching Geoscience Concepts to Students with Visual Impairments

Koehler¹,

Wild²,

Tikkun³

2018

JSESD

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This article presents the results of a study on the use of 3-D printed models in a science classroom for students with visual impairments and examines whether the use of these models impacts student conceptual understanding and misconceptions related to geosciences concepts, specifically plate tectonics. Data were collected one week prior to instruction, one week after instruction and throughout the 3-week instructional period. Results showed that students with visual impairments held many of the same misconceptions about plate tectonics as students who are typically sighted. All students in this study had fewer misconceptions after the instructional period than they held before instruction began; however, both the 3D group and the TG group continued to hold approximately equal numbers of misconceptions. The adaptations and hands-on experiences in this 3-week curriculum proved effective for students with visual impairments; helping them understand the unifying theory of plate tectonics. Some unique misconceptions held by the students with visual impairments in this research study include plates floating on the ocean, earthquakes moving with the plates, and volcanoes working together with the plates to cause earthquakes. There was a difference between students who had low vision and those with light perception only. The study helps to shed light on the use of 3-D printed models in the science classroom and their effectiveness at helping students with visual impairments learn important geoscience concepts.

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“…Instructors encountering visually impaired students for the first time may wish to examine the articles by Andreou and Kotsis (2005), Cahill and Linehan (1996), McCallister and Kennedy (2001), Meehan, Hoffert and Hoffert (1993) on assisting such students.…”

Section: Introductionmentioning

confidence: 99%