
06186000
j
2013d.00431
Hilton, Geoff
Hilton, Annette
Dole, Shelley L.
Goos, Merrilyn
O'Brien, Mia
Proportional reasoning and the visually impaired.
Math. Teach. Middle Sch. 18, No. 5, 286291 (2012).
2012
National Council of Teachers of Mathematics (NCTM), Reston, VA
EN
F83
D33
D43
C23
E53
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
handson activities
http://www.nctm.org/publications/article.aspx?id=34923
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 reallife 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 handson activity that helps promote sightimpaired students' understanding of relative and comparative sizes.