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Dissertation/Thesis Abstract

Mathematics and the visually impaired child: An examination of standards-based mathematics teaching strategies with young visually impaired children
by La Voy, Carrie Leigh, Ph.D., University of Kansas, 2009, 315; 3355108
Abstract (Summary)

Visually impaired children face many learning challenges. This study examined mathematics teaching materials and assessed the mathematical performance of kindergarten-age visually impaired children.

Four mathematics textbooks were analyzed. Three educators determined if they were standards-based and appropriate for visually impaired children. One textbook was developed for use with visually impaired children and one was used with visually impaired children. To a degree, all were found to be standards-based. There was variability among them in terms of the characteristics expected for quality materials.

A mathematics unit was taught in a kindergarten classroom including visually impaired and sighted children. Results from the instructional unit were based on data from three visually impaired students. Interviews provided background data. Daily lessons were designed to accommodate individual students’ needs. Results confirm the importance of individualized instruction and individualized assessments for visually impaired children. Using tactile manipulatives seemed to enhance learning.

Indexing (document details)
Advisor: Gay, Susan
Commitee: Capps, Lelon R., Frey, Bruce, Nielsen, Diane C., White, Steven H.
School: University of Kansas
Department: Curriculum and Teaching
School Location: United States -- Kansas
Source: DAI-A 70/04, Dissertation Abstracts International
Subjects: Mathematics education, Special education, Curriculum development
Keywords: Children, Mathematics, Standards-based, Teaching strategies, Textbooks, Visually impaired
Publication Number: 3355108
ISBN: 978-1-109-13271-7
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