Mathematics education in the presence of visual impairments can pose unique challenges, particularly in the area of algebraic manipulation. Assistive technologies have been developed to facilitate the reading of mathematical content, but there is a dearth of insights into how these affect meaning-making and symbolic manipulation skills. This study seeks to bridge this gap through interviews with three individuals with visual impairments engaged in algebraic problem-solving. Framed within the theoretical construct of Structure Sense, the analysis of their solving strategies shows how access to mathematics through different means may influence the intuitive understanding of the subject.
Manipolazione Algebrica e Disabilità Visive: Tre Studi di Caso a Confronto
Manolino Carola
2024-01-01
Abstract
Mathematics education in the presence of visual impairments can pose unique challenges, particularly in the area of algebraic manipulation. Assistive technologies have been developed to facilitate the reading of mathematical content, but there is a dearth of insights into how these affect meaning-making and symbolic manipulation skills. This study seeks to bridge this gap through interviews with three individuals with visual impairments engaged in algebraic problem-solving. Framed within the theoretical construct of Structure Sense, the analysis of their solving strategies shows how access to mathematics through different means may influence the intuitive understanding of the subject.File | Dimensione | Formato | |
---|---|---|---|
Regola, Maffia, & Manolino M&D 32(2) 2024.pdf
accesso aperto
Tipologia:
Versione Editoriale (PDF)
Licenza:
Creative commons
Dimensione
1.08 MB
Formato
Adobe PDF
|
1.08 MB | Adobe PDF | Visualizza/Apri |
I documenti in IRIS sono protetti da copyright e tutti i diritti sono riservati, salvo diversa indicazione.