International Association of Educators   |  ISSN: 2834-7919   |  e-ISSN: 1554-5210
International Journal of Progressive Education
International Association of Educators

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: https://doi.org/10.29329/ijpe.2019.184.8   |  Manu. Number: MANU-1807-12-0005

Published online: February 06, 2019  |   Number of Views: 353  |  Number of Download: 1121

Save PDF

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 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

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. doi:10.29329/ijpe.2019.184.8.
References
  1. Akuysal, N. (2007). Seventh grade students' misconceptions about geometrical concepts. Unpublished master's thesis. Selçuk University, Konya. [Google Scholar]
  2. Argün, Z, Arıkan, A, Bulut, S, Halıcıoğlu, S. (2014). Temel matematik kavramların künyesi. Ankara: Gazi Kitapevi. [Google Scholar]
  3. Argyropoulos, V.S., & Argyropoulos, V.S. (2002). Tactual shape perception in relation to the understanding of geometrical concepts by blind students. British Journal of Visual Impairment, 20(1), 7-16. [Google Scholar]
  4. Brian, A, & Haegele, J.A. (2014). Including students with visual impairments: Softball. Journal of Physical Education, Recreation and Dance, 85(3):39-45. [Google Scholar]
  5. Carreño, E., Ribeiro, C.M., & Climent, N. (2013). Specialized and horizon content knowledge–discussing prospective teachers knowledge on polygons. Paper presented at the Eight Congress of European Mathematics Education, Antalya, Turkey. [Google Scholar]
  6. Downing, D. (2009). Dictionary of mathematics terms (3rd edition) New York (NY): Barron’s Professional Guides. [Google Scholar]
  7. Dulin, D. (2008). Effects of prior experience in raised-line materials and prior visual experience in length estimations by blind people. British Journal of Visual Impairment, 26(3), 223-237. [Google Scholar]
  8. Edwards, A.D.N., Stevens, R.D., & Pitt, I.J. (1995). Non-visual representation of mathematical information. Retrieved from: https://www.researchgate.net/publication/2246200 [Google Scholar]
  9. Erez, M.M., & Yerushalmy, M. (2006). “If you can turn a rectangle into a square, you can turn a square into a rectangle…” Young students’ experience the dragging tool. International Journal of Computers for Mathematical Learning, 11(3), 271-299. [Google Scholar]
  10. Erol, I., Riedler, M. & Eryaman, M.Y. (2016). Beyond the Handicaps: An Ethnographic Analysis of School and Social Lives of Inclusive Students. Mediterranean Journal of Educational Research. (19):79-94 [Google Scholar]
  11. Erşen, Z.B., & Karakuş, F. (2013). Evaluation of preservice elementary teachers’ concept images for quadrilaterals. Turkish Journal of Computer and Mathematics Education, 4(2), 124-146. [Google Scholar]
  12. Fischbein, E. (1993).The theory of figural concepts. Educational Studies in Mathematics, 24(2):139-162. [Google Scholar]
  13. Fujita, T. (2012). Learners’ level of understanding of inclusion relations of quadrilaterals and prototype phenomenon. The Journal of Mathematical Behavior, 31, 60-72. [Google Scholar]
  14. Fujita, T., & Jones K. (2007). Learners’ understanding of the definitions and hierarchical classification of quadrilaterals: Towards a theoretical framing. Research in Mathematics Education, 9(1-2): 3–20. [Google Scholar]
  15. Godino, J.D. (1996). Mathematical concepts, their meaning, and understanding. In L. Puigy A. Gutiérrez (Eds.), Proceedings of the 20th Conference of the International Group for the Psychology of Mathematics Education, (Vol. 2, pp. 417–424). Valencia: Universidad de Valencia. [Google Scholar]
  16. Haber, R.N., Haber, L.R., Levin, C.A., & Hollyfield, R. (1993). Properties of spatial representations: Data from sighted and blind subjects. Perception & Psychophysics, 54(1), 1-13. [Google Scholar]
  17. Hadas, N., Hershkowitz, R., & Schwarz, B.B. (2000). The role of contradiction and uncertainty in promoting the need to prove in dynamic geometry environments. Educational Studies in Mathematics, 44(1-2), 127-150. [Google Scholar]
  18. Heinze, A., & Ossietzky, C. (2002). “…because a square is not a rectangle”- Students’ knowledge of simple geometrical concepts when starting to learn proof. In A. D. Cockburn and E. Nardi (Eds.), Proceedings of the 26th Conference of the International Group for the Psychology of Mathematics Education, (Vol. 3, pp. 81-88). School of Education and Professional Development, UK: University of East Anglia. [Google Scholar]
  19. Herrera, L.M., Jones, G., & Rantala, J. (2006). Enacting equity in Education: towards a comparison of equitable practices in different European local contexts. Helsinki: Research Centre for Social Studies Education University of Helsinki. [Google Scholar]
  20. Hershkowitz, R. (1989). Visualization in geometry- Two sides of the coins. Focus on Learning Problems in Mathematics, 11(1-2), 61-76. [Google Scholar]
  21. Hershkowitz, R. (1990). Psychological aspects of learning geometry. In P. Nesher & J. Kilpatrick (Eds.), Mathematics and Cognition (pp. 70-95). Cambridge: CUP. [Google Scholar]
  22. Horzum, T. (2013). Visually impaired students’ concept images and representations in some mathematical concepts. Unpublished doctoral dissertation. Gazi University, Ankara. [Google Scholar]
  23. Horzum, T. (2016). Triangle concept from the perspective of blind students. Journal of Kırşehir Education Faculty, 17(2), 275-295. [Google Scholar]
  24. Horzum, T. (2018). The investigation of preservice mathematics teachers’ knowledge about quadrilaterals through concept map. Turkish Journal of Computer and Mathematics Education, 9(1), 1-30. [Google Scholar]
  25. Individuals with Disabilities Education Act (IDEA). 20 U.S.C. § 1400; 2007. [Google Scholar]
  26. Kapperman, G., & Sticken, J. (2003). Practice Report: A case for increased training in the Nemeth code of Braille mathematics for teachers of students who are visually impaired. Journal of Visual Impairment and Blindness, 97(2), 110–112. [Google Scholar]
  27. Kartal, B., & Çınar, C. (2017). Examining pre-service mathematics teachers’ geometry knowledge of polygons. Journal of Kırşehir Education Faculty, 18(2), 375-399. [Google Scholar]
  28. Kennedy, J.M. (1993). Drawing and the blind: Pictures to touch. New Haven, CT: Yale Press. [Google Scholar]
  29. Kızar, O. (2012). Comparison of loneliness levels on visually impaired in different sports branches. Unpublished masters’ thesis. Fırat University, Elazığ. [Google Scholar]
  30. Klingenberg, O.G. (2007). Geometry: educational implications for children with visual impairment. Philosophy of Mathematics Education Journal, 20, 1-15. [Google Scholar]
  31. Kohanová, I. (2008, July 6 - 13). The ways of teaching mathematics to visually impaired students. Paper presented at 11th International Congress on Mathematical Education (ICME11), Monterrey, Mexico. [Google Scholar]
  32. Kohonová, I. (2007, February 22-26).  Comparison of observation of new space and ıts objects by sighted and non-sighted pupils. In D. Pitta-Pantazi and G. Philippou (Eds.), Proceedings of the Fifth Congress of the European Society for Research in Mathematics Education (CERME 5), (pp. 982-991). Larnaca, Cyprus. [Google Scholar]
  33. Landau B., Gleitman, H., & Spelke, E. (1981). Spatial knowledge and geometric representation in a child blind from birth. Science, 213(4513), 1275-1278. [Google Scholar]
  34. Landau, B., Spelke, E., & Gleitman, H. (1984). Spatial knowledge in a young blind child. Cognition, 16(3), 225–260. [Google Scholar]
  35. Lieberman L.J., Houston-Wilson, C., & Kozub, F.M. (2002). Perceived barriers to including students with visual impairments in general physical education. Adapted Physical Activity Quarterly, 19(3), 364-377. [Google Scholar]
  36. MEGEP (2013). Child development and education: vision impairments. Ankara: Ministry of National Education. [Google Scholar]
  37. Merriam, S.B. (2009). Qualitative research: a guide to design and implementation (3rd edition). San Francisco (CA): Jossey-Bass. [Google Scholar]
  38. Miles, M.B., & Huberman, A.M. (1994). Qualitative data analysis. Thousand Oaks (CA): Sage. [Google Scholar]
  39. Millar, S. (1985). Movement cues and body orientation in recall of locations by blind and sighted children. The Quarterly Journal of Experimental Psychology, 37(2), 257–279. [Google Scholar]
  40. Monaghan, F. (2000). What difference does it make? Children’s views of the differences between some quadrilaterals. Educational Studies in Mathematics, 42(2), 179-196. [Google Scholar]
  41. MoNE (2006). Special Education Services Regulation. Ankara: Ministry of National Education. [Google Scholar]
  42. NCTM (1989). Curriculum and evaluation standards for school mathematics. Reston (VA): NCTM Publications. [Google Scholar]
  43. NCTM (2000). Principles and standards for school mathematics. Reston (VA): NCTM Publications. [Google Scholar]
  44. NCTM (2006). Curriculum focal points for prekindergarten through grade 8 mathematics: A quest for coherence. Reston, VA: NCTM Publications. [Google Scholar]
  45. No Children Left Behind Act. (2001). Retrieved from http://www.ed.gov/policy/elsec/leg/esea02/107-110.pdf [Google Scholar]
  46. PISA (2015). PISA 2012 survey national final report. Ankara: Ministry of National Education. [Google Scholar]
  47. Pritchard, C.K. & Lamb, J.H. (2012). Teaching geometry to visually impaired students. Mathematics Teacher, 106(1), 23-27. [Google Scholar]
  48. Rösken, B., & Rolka, K. (2007). Integrating intuition: The role of concept image and concept definition for students’ learning of integral calculus. The Montana Mathematics Enthusiast, 3, 181-204. [Google Scholar]
  49. Rule, A.C., Stefanich, G.P., Boody, R.M., & Peiffer, B. (2011). Impact of adaptive materials on teachers and their students with visual impairments in secondary science and mathematics classes. International Journal of Science Education, 33(6), 865-887. [Google Scholar]
  50. Shaughnessy, J.M., & Burger, W.F. (1985). Spadework prior to deduction in geometry. Mathematics Teacher, 78(6), 419-428. [Google Scholar]
  51. Spindler, R. (2006). Teaching mathematics to a student who is blind. Teaching Mathematics and Its Applications, 25(3), 120-126. [Google Scholar]
  52. Srichantha, S., Inprasitha, M., & Ariratana, W. (2008, September 12-13). Concept formation in geometry of visual impaired students. Paper presented at the International Conference on Educational Research (ICER) Learning Communities for Sustuinable Development Khon Kaen, Muang, Khon Kaen, Thailand. [Google Scholar]
  53. Sucuoğlu, B., & Kargın, T. (2006). İlköğretimde kaynaştırma uygulamaları. İstanbul: Morpa Yayınları. [Google Scholar]
  54. Tall, D.O. (1992). The transition to advanced mathematical thinking: Functions, limits, infinity and proof. In D. A. Grouws (Ed.), Handbook of research on mathematics teaching and learning (pp.  495-511). New York, NY:  Macmillan Publishing Company. [Google Scholar]
  55. Tall, D.O., & Vinner, S. (1981). Concept image and concept definition in mathematics with special reference to limits and continuity. Educational Studies in Mathematics, 12(2), 151-169. [Google Scholar]
  56. Tennyson, R.D., Steve, M.W., & Boutwell, R.C. (1975). Instance sequence and analysis of instance attribute representation in concept acquisition. Journal of Educational Psychology, 67(6), 821-827. [Google Scholar]
  57. TIMSS (2016). TIMSS 2015 National mathematics and science pre-report grades 4 and 8. Ankara: Ministry of National Education. [Google Scholar]
  58. Türnüklü, E., Berkün, M. (2013). 5th and 7th grade primary students’ strategies of polygons classification. Kastamonu Education Journal, 21(1), 337-356. [Google Scholar]
  59. Ubuz, B. (1999). 10th  and 11th grade students errors and misconceptions on basic geometry. Hacettepe Universtiy Journal of Education, 17, 95-104. [Google Scholar]
  60. UNESCO (1994). The Salamanca Statement and Framework for action on special needs education: adopted by the World Conference on Special Needs Education. Retrieved 10 April, 2014 from: http://www.unesco.org/education/pdf/SALAMA_E.PDF [Google Scholar]
  61. TurtleDiary.com: Simple and complex polygons (n.d.).Retrieved May 29, 2018, from https://www.turtlediary.com/lesson/simple-and-complex-polygons.html [Google Scholar]
  62. TutorVista.com: Complex polygon (n.d.). Retrieved May 29, 2018 from https://math.tutorvista.com/geometry/complex-polygon.html [Google Scholar]
  63. Vinner, S. (1991). The role of definitions in the teaching and learning of mathematics. In D. Tall (Ed.), Advanced Mathematical Thinking (pp. 65-81). The Netherlands: Dordrecht: Kluwer. [Google Scholar]
  64. Vinner, S., & Dreyfus, T. (1989). Images and definitions for the concepts of functions. Journal for Research in Mathematics Education, 20(4), 356-366. [Google Scholar]
  65. Vinner, S., & Hershkowitz, R. (1980, Aug 16–17). Concept images and common cognitive paths in the development of some simple geometrical concepts. In R. Karplus (Ed.), Proceedings of the 4th International Conference for the Psychology of Mathematics Education, (pp. 177–184), Berkeley (CA): PME. [Google Scholar]
  66. Ward, R.A. (2004). An investigation of K-8 preservice teacher’s concept images and mathematical definition of polygons. Issues in Teacher Education, 13(2), 39–56. [Google Scholar]
Download
Metric
History
Related

Volume 15 Issue 1

February 2019

All Articles

International Journal of Progressive Education

International Association of Educators.
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International Public License.
Privacy policy     |     Terms of Use     |     Use of Cookies
Creative Commons Lisansı
© 2012 - 2024 - THDSoft e-Journal Management System.