Teachers’ Skills and Knowledge in Mathematics Education for Braille Readers

Abstract

Braille readers use a braille display and text-to-speech synthesizer while reading and comprehending mathematical expressions and equations. Teachers need to have technological, pedagogical and content (TPACK) knowledge and skills for exploiting the potential of these devices in mathematics education. They have to understand how the use of assistive technology influences the teaching and learning of mathematics. Therefore, the aim of the current study is to support teachers to better understand the dynamic relation between the different TPACK domains. That is why a professional development course was developed in which five mathematics teachers of braille readers in special secondary education participated. The development of the teachers’ TPACK knowledge was analyzed, and course characteristics that helped to develop this knowledge were identified. The results show an increased awareness of the importance of assistive devices, but only a small positive effect in TPACK knowledge and skills. Course activities related to the braille display, the mathematical braille notation and mathematical vocabulary helped to develop TPACK knowledge. However, course activities related to the text-to-speech synthesizer and working in heterogeneous groups did not work out so well. A better understanding of what teaching mathematics to braille readers means is expected to improve their learning.

Conocimiento técnico pedagógico del contenido (TPACK) en contextos rurales: Una revisión bibliográfica

“…La utilización eficaz de las tecnologías en las aulas es una tarea pendiente, condicionada por los niveles de conocimientos y habilidades que presenta el profesorado y la inexistencia de espacios para la reflexión de prácticas docentes. Cabe señalar que las instancias de mejora y logro de aprendizajes de los estudiantes, requieren de reflexión pedagógica (Paidicán, 2018;Van Leendert et al, 2021).…”

Conocimiento técnico pedagógico del contenido (TPACK) en Iberoamérica: Una revisión bibliográfica

“…Debido a ello, las políticas educativas en diversas partes del mundo las incluyen como requisito esencial. Cabe señalar, sin embargo, que la enseñanza eficaz de la tecnología en educación requiere de distintos conocimientos y habilidades por parte del profesorado, incluyendo espacios de reflexión que faciliten las instancias de mejora y el logro de los aprendizajes del alumnado (Paidicán, 2018;Van Leendert et al, 2021).…”