Issues And Aids For Teaching and Learning Mathematics to Undergraduate Students With Visual Impairments

 

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 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 precise crafted tactile materials empowered Anthony to learn mathematical functions. 

 

The result of the study as well as my innovative method of creating tactile graphs is presented in conferences and journal articles.  

 

For more info please read: 

Sedaghatjou M. (2017- in Process). Advanced Mathematics Communication Beyond Modality of Sight . International Journal of Mathematical Education in Science and Technology. doi: 10.1080/0020739X.2017.1339132

Sedaghatjou, M., Kooshyar, F., Campbell, S.R. (2016). A Novel Approach on Enabling Advanced Mathematical Communication in Absence of Sight, 13th International Congress on Mathematical Education,  Hamburg, Germany

 

Sedaghatjou, M. (2015). Visualizing Precalculus Concepts, CNIB National Braille Conference, Toronto, Canada.

 

© 2019 by Mina Sedaghatjou