International Association of Educators   |  ISSN: 1554-5210

Original article | International Journal of Progressive Education 2019, Vol. 15(1) 116-134

Understanding the polygon with the eyes of blinds

Tuğba Horzum & Ahmet Arıkan

pp. 116 - 134   |  DOI:   |  Manu. Number: MANU-1807-12-0005

Published online: February 06, 2019  |   Number of Views: 209  |  Number of Download: 681


This study investigated the concept images of blind students about the polygon concept. For this purpose, four open-ended questions were asked to five blind middle school students. During the interviews, geometric shapes were presented with raised-line materials and blind students were given opportunities to construct geometric shapes with magnetic sticks and micro-balls. Qualitative research techniques applied in grounded theory were used for analyzing documents pictures, which were taken from magnetic geometric shapes that blind students constructed, raised-line materials and researchers’ observation notes and interviews. As a result, it is determined that blind students have more than one concept image for the polygon concept. They scrutinized the polygon concept analytically not with a holistic perspective. They were often conflicted about triangle, rectangle, square, circle and circular region whether or not being a polygon. They also encountered with the difficulties associated with the combination of polygon sides’ endpoints consecutively.

Keywords: blind students, concept definition, concept image, polygon, geometry education

How to Cite this Article?

APA 6th edition
Horzum, T. & Arikan, A. (2019). Understanding the polygon with the eyes of blinds . International Journal of Progressive Education, 15(1), 116-134. doi: 10.29329/ijpe.2019.184.8

Horzum, T. and Arikan, A. (2019). Understanding the polygon with the eyes of blinds . International Journal of Progressive Education, 15(1), pp. 116-134.

Chicago 16th edition
Horzum, Tugba and Ahmet Arikan (2019). "Understanding the polygon with the eyes of blinds ". International Journal of Progressive Education 15 (1):116-134. doi:10.29329/ijpe.2019.184.8.

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