Research article | Open Access
International Journal of Progressive Education 2019, Vol. 15(1) 116-134
Understanding the polygon with the eyes of blinds
pp. 116 - 134 | DOI: https://doi.org/10.29329/ijpe.2019.184.8
Publish Date: February 06, 2019 | Single/Total View: 358/1.200 | Single/Total Download: 514/2.237
Abstract
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 7th edition
Horzum, T., & Arikan, A. (2019). Understanding the polygon with the eyes of blinds. International Journal of Progressive Education, 15(1), 116-134. https://doi.org/10.29329/ijpe.2019.184.8
Harvard
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. https://doi.org/10.29329/ijpe.2019.184.8
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