Article
Advanced mathematics communication beyond modality of sight
International Journal of Mathematical Education in Science and Technology
(2017)
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.
Disciplines
Publication Date
June 15, 2017
DOI
https://doi.org/10.1080/0020739X.2017.1339132
Citation Information
Mina Sedaghatjou. "Advanced mathematics communication beyond modality of sight" International Journal of Mathematical Education in Science and Technology (2017) Available at: http://works.bepress.com/mina-sedaghatjou/6/