Week 2 Tactile Construction of Mathematical Meaning: A Study with Visually Impaired and Sighted Pupils——Summary
This research explores the benefits of tactile construction of mathematical meaning for both visually impaired (VI) and sighted pupils in mainstream primary mathematics classrooms.
The study is grounded in a sociocultural theoretical framework drawing upon Vygotskian sociocultural theory of learning, Sfard’s discursive perspective, the social model of disability, and the theory of embodied cognition. The authors aim to address the affective and social limitations frequently experienced by VI pupils through problematic accommodations and to enrich the mathematical opportunities for sighted pupils through multimodal tasks.
The study was conducted in four UK mainstream primary mathematics classrooms, involving pupils aged 6-10, and included VI pupils, teaching staff, and sighted pupils. Data collection methods included observations of mathematics lessons, individual and group interviews with pupils and teaching staff, transcripts of teaching staff contributions, photographs of pupils’ work, and pupils’ evaluation forms. The experimental content focused on a mathematical task involving the use of Wikki Stix, a flexible teaching tool suitable for VI pupils, to construct shapes. The pupils were asked to close their eyes and describe two shapes, one of which was referred to as "Shape X." The teacher also provided circles of various colors and sizes for comparison with Shape X. The study analyzed the mathematical contributions of both sighted and VI pupils, highlighting the differences in their tactile and visual perceptions of the shapes. The findings revealed that tactile perception can bring benefits to all pupils, challenging ableism in the mathematics classroom and contributing to inclusion. The study emphasized the importance of multimodal tasks and the impact of classroom practices on the participating pupils and teaching staff. It also highlighted the different mathematical constructions of the shapes by the sighted and VI pupils, drawing upon theories of mediation and embodied cognition to explain the impact of sensory tools on the construction of meaning. In conclusion, the study advocates for the implementation of universally designed mathematical practices that benefit all pupils, regardless of visual ability. It emphasizes the need to consider the impact of classroom practices on the learning experiences of both VI and sighted pupils, and the potential of tactile construction of mathematical meaning to enhance inclusion and challenge ableism in the mathematics classroom.Stops:
I was struck by reading about two ways to achieve inclusivity, especially about universal design. When we think about people with disabilities, the usual mindset is to design tools especially for them or provide them with green lanes. But if we position the product at the very beginning of the design as being suitable for everyone, then everyone can benefit from it.
It was comforting to read that a sighted elementary student(Zak) expressed appreciation for the tactile construction of mathematical meaning about shapes. This attitude is more like evidence that universal design is effective as a pathway to inclusive education. I believe that inclusive education requires not only the efforts of educators but also that all people remain inclusive and contribute to the community.
Question:
What is inclusive education for you? Considering your work environment and experiences, what do you think we are missing on the road to inclusive education?
Hi Stelios,
ReplyDeleteThank you for summarizing the research so clearly. In response to your question, I would say that inclusive education is a challenging but achievable goal for general teachers. In my experience as a primary school teacher over the past few years, the number of special needs students in regular classes has increased incrementally, while the teacher-student ratio remains unchanged. This means that the workload for class advisors/teachers is much higher than before. Therefore, I believe that for us to create a genuinely inclusive education environment, there should be increased support and assistance from school administration, parents, and school policies to help teachers. Ironically, these elements are often missing or present obstacles on the road to achieving an inclusive education environment.
Thanks for this insightful and very interesting post on universal design and inclusion! You've sparked an interesting discussion here.
ReplyDeleteStelios, did you try out the activities for this week? Please do so, and document your experiences and reflections on them.
ReplyDeleteYes I did. I have designed some maths teaching activities related to candies. One of them I call it "Probability with Candy". Students are provided with all kinds of candies mixed in a bowl. The first step involves engaging the students in a discussion about probability, explaining the idea of chance and making predictions. Then I expect students to predict the likelihood of blindly picking a specific candy from the bowl. As they make their predictions, I will encourage them to consider the total number of candies and the individual quantities of each type. The second step is to conduct multiple trials where students blindly pick candies from the bowl and record their actual outcomes. After a series of trials, the students can compare their initial predictions with the actual results, facilitating a meaningful discussion about probability. I think this hands-on activity can reinforce the concept of probability and allows students to enjoy a tasty treat while actively participating in the learning process.
Delete
ReplyDeleteInclusive education, designed to address the diverse needs of all learners, faces challenges in its implementation. While the concept of inclusive education is widely discussed, translating it into action reveals substantial hurdles within our education system. The key impediments are the insufficient allocation of resources and time necessary for comprehensive development.
For educators, crafting inclusive lesson plans is a demanding task that requires additional time, financial investment, and access to resources that the system often fails to provide. The commitment to inclusivity often compels educators to go above and beyond their expected roles, working extended hours without commensurate compensation. Moreover, educators frequently find themselves spending their own money and personal time to procure essential resources, creating an unsustainable situation in the long run.
To truly foster inclusive education, there's an urgent need for systemic changes that prioritize adequate resource allocation, time provision, and overall support for educators. Without addressing these foundational challenges, the aspirations of inclusive education remain at risk, and the burden on educators to bridge these gaps becomes increasingly unsustainable.