Advanced mathematics communication beyond modality of sight

• Mina Sedaghatjou ^[1]
  1. [1] Simon Fraser University

     Simon Fraser University

     Canadá

     
• Localización: International journal of mathematical education in science and technology, ISSN 0020-739X, Vol. 49, Nº. 1, 2018, págs. 46-65
• Idioma: inglés
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• Resumen

  • 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.