id: 06186000
dt: j
an: 2013d.00431
au: Hilton, Geoff; Hilton, Annette; Dole, Shelley L.; Goos, Merrilyn;
O’Brien, Mia
ti: Proportional reasoning and the visually impaired.
so: Math. Teach. Middle Sch. 18, No. 5, 286-291 (2012).
py: 2012
pu: National Council of Teachers of Mathematics (NCTM), Reston, VA
la: EN
cc: F83 D33 D43 C23 E53
ut: middle school students; mathematics skills; visual impairments;
mathematical concepts; concept formation; teaching methods; learning
activities; thinking skills; experiential learning; individualized
instruction; student attitudes; proportional reasoning; proportion;
modeling; hands-on activities
ci:
li: http://www.nctm.org/publications/article.aspx?id=34923
ab: From the text: Proportional reasoning is an important aspect of formal
thinking that is acquired during the developmental years that
approximate the middle years of schooling. Students who fail to acquire
sound proportional reasoning often experience difficulties in subjects
that require quantitative thinking, such as science, technology,
engineering, and mathematics. These students may also have difficulty
with many real-life skills, such as cooking, reading a map, and scaling
an object. As a result, teachers need to deliberately target
proportional reasoning concepts regularly and over time to ensure that
maximum opportunities for study are offered for their students. This
article describes a hands-on activity that helps promote sight-impaired
students’ understanding of relative and comparative sizes.
rv: