id: 06145598
dt: j
an: 2013b.00582
au: Pritchard, Christine K.; Lamb, John H.
ti: Teaching geometry to visually impaired students.
so: Math. Teach. (Reston) 106, No. 1, 22-27 (2012).
py: 2012
pu: National Council of Teachers of Mathematics (NCTM), Reston, VA
la: EN
cc: G13 C43 C93 U63
ut: teaching methods; visual impairments; geometry; geometric concepts;
visualization; Braille; blindness; tactile adaptation; high school
students
ci: ME 2002e.04419
li: doi:10.5951/mathteacher.106.1.0022
http://www.nctm.org/publications/article.aspx?id=33619
ab: Summary: NCTM [Principles and Standards for School Mathematics. Reston, VA:
NCTM (2000)] described geometry as “a means of describing, analyzing,
and understanding the world and seeing beauty in its structures". {\it
J. A. Dossey} et al. [Mathematics methods and modeling for today’s
mathematics classroom. A contemporary approach to teaching grades
7‒12. Pacific Grove, CA: Brooks/Cole (2002; ME 2002e.04419)] captured
the essence of this aspect of visualization by stating that geometry
fosters in students an ability to “visualize and mentally manipulate
geometric objects". Clearly, visualization is imperative in
understanding geometry. However, not all students have an inherent or
physical ability to look at a figure or drawing and make conjectures on
the basis of what they see or visualize the figure’s properties. One
mathematics teacher was challenged by a cognitively able student who
did not have the visual capability to fully “see" the beauty of
geometry using her eyes. Although the teacher had some physical tools,
she had no instructions on how to teach geometry to a student who could
not see. Throughout the school year, as she attempted to teach Jessie,
she confronted many impediments. By working toward solutions to these
challenges, she began learning new and innovative ways not only to
teach this one student but also to improve instruction for all the
other students in her classroom. Her experience in teaching Jessie
taught her that any student can reach his or her cognitive potential
when instruction is tailored to individual needs. (ERIC)
rv: