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Teaching Mathematics to VI students

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Teaching Mathematics to VI students

Louise Madungwe
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Teaching Mathematics to VI students

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Council for Innovative Research International Journal of Resear

ch in Education Methodologywww.cirworld.com Volume .2 No.
3, April 2013, ISSN:2278-7690
146 |
P a g e
W W W . I J R E M . C O M

TEACHING MATHEMATICS TO VISUALLY

IMPAIRED STUDENTS:case study of Margaretta Hugo
Schoolsfor the Blind: Zimbabwe
LOUISE STANLEY MADUNGWE
,
GREAT ZIMBABWE UNIVERSITY P. O. BOX 1235,MASVING
O,ZIMBABWE
ABSTRACT
A case study of how visually impaired, (VI), students are taught
mathematics, was conducted at Margareta Hugo Primaryand
Secondary Schools for the blind in Masvingo Province,
Zimbabwe. Data was collected using interviews with
teachers,lesson observations, and participant observation of both
teachers and students. The study revealed that the VI
studentslearn the same curriculum as their sighted colleagues in
ordinary schools. Only Primary teachers have had some
trainingin Special Needs Education while the secondary teachers
learn on the job. There is an acute shortage of specialequipment
for the students due to lack of funding since students do not pay
school levies. Both the students and theteachers displayed very
low motivation. The students lament the lack of models whom
they can emulate, as only one blindstudent passed mathematics
with a „B‟
in the last ten years The study recommends that the Government
providestimeous, special grants to the school, to cover recurrent
expenditure and some special allowance for the teachers.
Theschool is encouraged to make a concerted effort to source
donor funds for equipment.
Key Terms
Special needs education; disability; visual impairment; Braille;
integration / inclusion
BACKGROUND TO THE STUDYINTRODUCTION
In Zimbabwe, a common site at street corners is a child leading
a blind beggar singing, in an effort to attract sympathyfrom the
public. The majority of people are not aware that these visually
impaired (VI) members of society are normalpeople, capable of
leading an independent life. Some people give the impression
that the VI need assistance to movearound, bath and even dress
up. Very few are aware that the VI can manage on their own
when in familiar environments.Most have had some educational
experience enabling them tocount money and read in Braille.The
researcher hasmarked
ordinary level („O‟ level) mathematics examinations s
cripts for the VI for about ten years inZimbabwe. The VI
candidates aretaught together with, and write the same
examinations as their sighted colleagues.Theymeet a number of
challengesandperform badly compared to their
sightedcolleagues and very few of them, pass
externalexaminations. When their mathematics examination
papers are set, at the item writing stage, there is stress on
minimizingquestions with diagrams and those that require use of
mathematical tables or calculators, the argument being that the
VIstudents cannot comprehend when too many lines are
involved and they do not use calculators. Yet we read in history
about the „World of blind mathematicians‟ , like the celebrated
blind mathematician and Newtonian, Michael Sanderson,
who was a lecturer, Bernard Morin, the blind geometer,
Emmanuel Giroux, a geometer, Lawrence Baggett, a lecturer
inanalysis, to mention a few (Jackson 2002) . The researcher is
interested in finding out how the VI students are
taughtmathematics in Zimbabwe, and what seems to drive them
away from the subject.In Zimbabwe q
uite a number of VI students have gone through „O‟
and advanced level („A‟ level). Most of those who did „A‟
level have gone through universities or have had some form of
training, mostly in the Arts subjects. To date none hastaken
mathematics at „A‟ level as reported by the teachers
at M. Hugo. The researcher is interested in finding out how
these VI students are taught mathematics and why they fail it at
„O‟ level. Could it
be because of the way they are taught,the attitudes of the
teachers, attitudes of the students, or is it a question of non-
availability of resources? A worrying observation is that
your references are too old. If you need to use them then link
them with something morerecent, i.e. in the last ten years or less
.The concept of visual impairment
Educators differentiate between blind and low vision
students. The educational definition of VI considers the extent to
which a child‟s vision affects learning and makes special
methods and
materials necessary (Hergarty 1993). A blindstudent is totally
without sight or has so little vision that he/she learns primarily
through other senses. Most use their senseof touch to read
Braille. A low vision student on the other hand is able to learn
through the visual channel and generallylearns print.
Educational provisions for the VI
Herward et al (1988), report that in the USA, educational
alternatives for VI students include residential (special)
schoolsand regular public schools. In a residential school, the
blind learn on their own, while in the regular school they
learntogether with sighted peers. Supportive help for the VI is
usually given by an itinerant teacher- consultant. The
specialistteacher may be expected to perform the following roles
among others:instruct the VI students directly individually or
inclass, prepare specialised learning materials; translate reading
materials and assignments into Braille, large print or tape
Council for Innovative Research International Journal of Resear
ch in Education Methodologywww.cirworld.com Volume .2 No.
3, April 2013, ISSN:2278-7690
147 |
P a g e
W W W . I J R E M . C O M

recorded form; or arrange for readers, and interpret information

about the child's visual impairment to other educators
andparents. Public schools have resource rooms where the VI
students in integrated settings receive specialist help.In the UK,
Hergarty (1993) reports that the number of special schools has
dropped drastically and predicted that they
would fall further. “Special needs provision is considered an
entitlement and
, both the moral imperative and currentlegislation, require that it
should be made in the ordinary school to the greatest extent p
ossible” (Hergarty 1993: 188
).There was a lot of speculation on the new Info-Tech
developments and their magical qualities, as Hergarty (1993:
193)
puts it, “we marvel that the blind can see and the deaf hear”.
In Zimbabwe, the Government has legislated
through the Disabled Persons‟ Act (1992) and various Circular
Minutes
issued by the Secretary for Education, which specify placement
procedures for special classes, resource rooms andspecial
schools for children with varying degrees of visual, hearing and
mental handicaps. Currently VI students learntogether with their
sighted peers, either in special schools or in inclusive settings
close to their homes. They are taught bythe same teachers who
may not even be visual specialists. Chimedza and Peters (2001)
report that in Zimbabwe,education for the VI was started by
Dutch missionaries at Chibi Mission station in 1927, which was
later moved to Copota,now known as Magaretta Hugo Schools
and workshops for the blind. In Bulawayo the Jairos Association
started to offereducation to the blind in the late 1940s. The
Council for the Blind, founded in 1956, used to provide special
equipment forVI students. To date special schools exist, but
thereis a move towards inclusive education, where the regular
primaryschools establish what are termed Resource Units to
cater for the VI in schools close to their homes. The former
specialschools now accommodate both blind and low vision
(partially sighted) students, of whom Albinos are in the
majority.Whatever the educational provision, whether special
school or inclusive setting, it calls for a great deal of work on the
partof the teacher to adapt instruction so that it benefits the VI
students.
Special adaptations for VI students
VI students obtain most of their information through the senses
of hearing, touch and smell. As such, children need
tosystematically develop listening skills. Hergarty (1992)
contends that this is an important component of the
educationalprogram for the
VI children. Herward and Orlansky (1988: 296) say “Blind
people are not gifted with an extra ordinarysense of touch; rather
they may learn to use their sense of touch to gain information
about the environment”. However
Socks (1992: 140) saysIt has been well established in blind
people who read braille that the reading finger has an
exceptionally largerepresentation in the tactile parts of the
cerebral cortex. One would suspect that the tactile (and auditory)
parts of thecortex are enlarged in the blind
and may even extend to what is normally the visual cortex……It
seems likely that such a
differentiation of cerebral development would follow the early
loss of a sense and the compensatory enhancement of
othersenses.Similarly Jackson (2002) says that the
blind mathematician, Morin‟s blindness may have enhanced his
extraordinary
visualization abi
lity. He says Morin noted that “disabilities like blindness
reinforce one‟s deficits, so there are more
dramatic contrasts in disabled people
”
(Jackson 2002:1248). From the way the blind go about their
daily tasks, one wouldconcur with Socks and Jackson that the
loss of sight seems to have enhanced other senses like touch,
feeling and smell.Jackson (2002) reports that the French believe
that it was the mathematician Lebesgue who suggested to the
blindmathematician Louis Antoine that he should study two- and
three-
dimensional topology partly because “in such a study,the eyes of
the spirit and the habit of concentration replace the lost vision”
(p1247).
Gearheart and Gearheart (1988) say that early professionals
realised that the VI could be educated together with theirsighted
peers with only minor modifications and adaptation and that the
limitations imposed by visual disability did notrequire a special
curriculum. So the VI follow the same curriculum as
their sighted colleagues, but do need compensatory
skills, what Gearheart et al (1988: 161) call “plus factors”.
Blind students use Braille , which is a system of reading and
writing in which letters, words, numbers and other systemsare
made from arrangements of raised dots, developed by Louis
Braille in 1830 who was blind (Herward et al 1988:306).
Braille is complex; it is like some form of shorthand.
Abbreviations called „contractions‟ help to save space a
nd permitfaster reading and writing. They say the regular
classroom teacher is not expected to learn braille, but many find
it helpfuland interesting to do so.
Adapted Educational materials and equipment
Materials must be provided in different media or in modified
form so that the student can learn through sensory channelsother
than vision. For those who cannot read material in print form, it
can be provided through the tactile (touch) orauditory channels.
If the student can read print with difficulty, the material may be
enlarged or the student can usemagnifying devices or reading
machines.Mathematical Aids for blind students include the
Cramer Abacus, adapted to assist blind students to learn
numberconcepts and making calculations; raised clock faces,
geometric area and volume aids, wire forms for matched planes
andvolumes; braille rulers compasses, and protractors. For more
advanced mathematics functions, the students may useSpeech-
Plus talking calculators which talk by voicing out entries and
results aloud and also presents the material in digitalform
visually. Talking clocks and spelling aids are also available. 3-D
models can also be used where the blind can
Council for Innovative Research International Journal of Resear
ch in Education Methodologywww.cirworld.com Volume .2 No.
3, April 2013, ISSN:2278-7690
148 |
P a g e
W W W . I J R E M . C O M

actually manipulate the objects. In addition to textbooks and

special adapted materials from an agency, there is alwaysneed
for teacher-made materials used on a day to day basis, such as,
teacher made tests, worksheets, and specialgames and activities.
These must be reproduced in the desired form by the resource
teacher.For basic writing, the VI students use the Braille write
orthe slate and stylus. This is a six key machine corresponding
tothe 6-dots in braille cell, operated manually, and types braille.
Students have to be taught to use a slate and stylus whenthey
start primary school. This is the basic writing tool for VI
students and it is the cheapest. The teacher may use raisedline
drawing board and raised line paper to draw geometric shapes,
script letters and diagrams.Students may use tape recorders for
taking notes, formulating compositions, listening to recorded
texts or other recordedprograms. They can also use portable
braille recorders which may be interfaced with a computer that
will convert braille tostandard print or vice versa. Where there is
adequate funding, the school can purchase a number of IT
gadgets that canmake the life of a VI student easy. Such
equipment includes; speech compressor or modified tape
recorder whichcompresses the material and speeds up the
listening process;the Optacon, an instrument that scans printed
materialelectronically and raises the print feature so that it may
be read tactically; talking calculators which present results
visuallyand auditorily;or the Kurzwell reading machine, a
computer based device which provides direct access to typed or
printedmaterial by converting it to synthetic speech, among
others. The speed and tone can be controlled and the machine
canspell a word, letter by letter (Gearheart et al 1988).Low
vision students are able to benefit from special optical aids such
as glasses, contact lenses, small telescopes ormagnifiers
andbooks that are available in large print.It is important that the
regular classroom teacher has a basic understanding of the
various kinds of tangible apparatus toensure their proper use and
thus maximise their value to the student. Susan Osterhaus of
Texas School for the Blind saysthat teachers of the VI need to be
aware of the different kinds of technology available and be able
to teach students howto use them.
Teaching strategies and adaptations
General approaches to teaching the VI include tactile
representations, audio aids, tonal representations, haptic
devicesand integrated approaches. Reading and writing texts in
print is completely different from reading and
writingmathematics. Mathematics can be considered a language
on its own. So how can we teach mathematics to VI
students?Tactile representations are used to represent texts with
raised characters as per traditional 6-dot Braille. It has
limitationsin character set and also presents a more difficult way
of representing equations. There can only be 64 characters with
thetraditional braille. These can be extended to the 8-dot system
which will allow for 256 characters. Professor AbrahamNemeth,
a blind mathematician and computer science professor,
developed the Nemeth Braille system in the 1940s,
forrepresenting mathematics in tactile form, as well as a spoken
structure for reading equations (Jackson 2002). The Nemethcode
employs the ordinary six-dot Braille codes to express numbers
and mathematical symbols, using special symbols toset
mathematical material off from literary material. Jackson (2002:
1250) contends that:The Nemeth code can be difficult to learn
because the same characters that mean one thing in literary
Braille havedifferent meanings in Nemeth. Nevertheless it has
been extremely important in helping blind people, especially
students,gain access to scientific and technical materials.So in
addition to learning the normal braille, students in mathematics
have to learn extra braille mathematics notation, theNemeth
code, which is used to represent the various mathematical signs
and symbols. The Royal National Institute for theblind (1989)
developed a table of braille signs and advised that in a few cases
however, more than one braille sign has thesame print
equivalent and for these, the correct braille sign should be used
according to the meaning or use stated inbrackets on the table of
signs. This calls for a lot of effort on the part of the students;
hence the majority develop anegative attitude towards
mathematics and drop the subject.Gearheart et al (1992) say that
it is generally not necessary for the classroom teacher to
significantly change teachingstrategies to accommodate a
student with VI. It may however be helpful to consider a few
suggestions that have beenfound to be effective, especially in
inclusive settings. Whenever possible, instruction should start at
a concrete level. Itshould start with concrete materials, moving
more to the abstract as students develop the concept. The use
ofmanipulative, tangible or auditory material is preferred to
totally verbal instruction, especially in mathematics and
sciencesubjects. In Arts subjects, the students can tape record
the lesson and listen to it later. In mathematics, hands-on
learningshould be emphasized as much as possible, and students
may need repeated contact with objects. Although a model
maybe necessary as a teaching/learning aid, a real object or
situation is much preferred. The resource or itinerant
teacherscould assist in obtaining actual objects or making
models. Gearheart et al (1992) also stress that experiences that
areunified can help students to form concepts. They claim that a
trip to a clothing factory or store, supermarket, restaurantand
record shops, provides a basis for reinforcing and unifying
concepts related to quantity, money, percentages, size,shapes,
and social skills, and provide opportunities for integration. It
could, for instance, assist the learner to appreciatetopics like
linear programming, transformations, etc, that most students,
including the sighted, shun away from. Learningby doing and
teaching by unifying experiences are particularly important for
VI students because some students may nothave the same
experiential background as others of the same age.Seeing that
most VI students learn in integrated settings, it means when
writing on the chalkboard, the teacher should becertain to
explain verbally the concepts or actual writing being presented,
for the benefit of those who cannot see. The
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Mathematics Teaching Aids

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Explains about mathematics teaching aids and mathematics laboratory
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MATHS METHODOLOGY:
MATHS METHODOLOGY TEACHING AIDS & MATHEMATICS LABORATORY. Presented By Amruta V. Apte

Topics to cover.:
Topics to cover. Mathematical teaching aids. Mathematics Laboratory. Why to study these topics? Why do we need to know
about teaching aids for maths and mathematics laboratory?

Introduction :
Introduction Maths is just not the subject of calculations, problems and theorems. It can be made easy and interesting with the
help of teaching aids like other subjects. It can be also learned in laboratory. Teaching aids can be audio, visual, or models. Our
idea about maths lab is not clear. Mathematics laboratory does not have chemicals and glass apparatus like science lab but can
have models and some other equipments like science lab which are useful in learning mathematics.

What are mathematical teaching aids?:

What are mathematical teaching aids? The instruments, tools, equipments and different material used for teaching and learning of
maths in a better way are called as mathematical teaching aids. Ex- blocks, geometry box, calculator, shapes, beads,slate etc.

Mathematical teaching Aids:

Mathematical teaching Aids Need and Importance of teaching aids. Maths is essentially a subject, where doing is more important
and prominent than reading. Some students may think that it is a dry and difficult subject, full of abstract thinking. So students
take little interest. To create necessary interest in students demands use of teaching aids at every step while teaching maths. To
make maths easy and understandable. To give sense of abstract things teaching aids are helpful. We make use of different sense
organs while learning with teaching aids so more effective learning. ex- make use of CD for learning tables.

Mathematical teaching Aids:

Mathematical teaching Aids Teaching Aids have two categories. Personal Equipments.—Used on personal level. Equipments
used in groups and provided in school. Personal Equipments- May include Text Books Writing Equipments Drawing
instruments– pencil, crayons, sketch pens, stencils etc. Measuring instruments– Ruler, Protractor etc. Slide rule Log tables
Calculators. Cds , computer, radio, TV etc.

Mathematical teaching Aids:

Mathematical teaching Aids Aids used in group: Blocks. Beads. Cubes. Dominoes . Cards. Dice. 2D, 3D shapes. Blackboard.
Charts. Fractional parts. Number kit. Radio, TV, CDS, DVDS etc.

Personal Equipments of the students:

Personal Equipments of the students These equipments include instruments which the child has to frequently use for his
individual use. ex- Geometry box- ruler, pencil, compass, calculator etc. These equipments are not very expensive, simple to use.
Students should have their own personal equipments in the class while learning maths especially Geometry. Teacher should
emphasize on bringing own instruments instead of borrowing as it is time consuming and lazy habit for students.

Mathematical teaching Aids:

Mathematical teaching Aids

Mathematical teaching Aids:

Mathematical teaching Aids

Mathematical teaching Aids very useful for teacher in explaining.:

Mathematical teaching Aids very useful for teacher in explaining.

Mathematical teaching Aids 2D, 3D shapes.:

Mathematical teaching Aids 2D, 3D shapes.

Geometrical instruments:
Geometrical instruments

Can we make maths more interesting and easy using all these teaching aids?:
Can we make maths more interesting and easy using all these teaching aids?

Mathematics Laboratory.:
Mathematics Laboratory. The laboratory which is well equipped with mathematical instruments and tools required to teach and
learn mathematics in the classroom. A mathematical lab act as a place for teachers and the students to perform a number of
mathematical celebrations and recreational activities. Mathematics Laboratory is a place where students can learn and explore
mathematical concepts and verify mathematical facts and theorems through a variety of activities using different materials. These
activities may be carried out by the teacher or the student to explore, to learn, to stimulate interest and develop favourable
towards mathematics.

Mathematics Laboratory.:
Mathematics Laboratory. Mathematics is not listed among the laboratory subjects. It does not require any special arrangement
and apparatus like science laboratory. All the schools are not having maths laboratory as it is not commonly used for maths
learning. Sometimes personal equipments are sufficient for learning . Requirements for mathematics laboratory. Some place for
storage and set up is prerequisite of mathematics laboratory. Some almirahs racks cupboards and tables and a room to store and
stock the articles before any purchase of the thing is made. Without storage units the material will remain scattered, unarranged
and exposed to dust not easy to find when required.

Mathematics Laboratory.:
Mathematics Laboratory.

Mathematics Laboratory.:
Mathematics Laboratory.
Mathematics Laboratory.:
Mathematics Laboratory.

Mathematics Laboratory.:
Mathematics Laboratory.

NEED AND IMPORTANCE OF MATHEMATICAL LABORATORY.:

NEED AND IMPORTANCE OF MATHEMATICAL LABORATORY. Need: Mathematics being a compulsory subject of
study. Access to quality mathematics education is every child's right. Mathematics education in our schools is beset with
problems, due to the hierarchy of concepts and largely deductive and abstract nature of the subject. Mathematics is considered as
a very dull and difficult subject. A phobia has been created in the minds of the children that mathematics is tough to learn. As a
result, most of the students are not taking interest in the subject and it has become one of the main cause of student's failure in
mathematics.

NEED and IMPORTANCE of Mathematical Laboratory :

NEED and IMPORTANCE of Mathematical Laboratory Importance: It enables the student to learn mathematics with the help of
concrete objects and to exhibit the relatedness of mathematics with every day life. It helps the students to verify or discover some
geometric properties using models & measurements. It provides opportunity for students to understand and internalize the basic
mathematical concepts through concrete objects and situations. It helps the students to build interest and confidence in learning
the subject.

NEED AND IMPORTANCE OF MATHEMATICAL LABORATORY. :

NEED AND IMPORTANCE OF MATHEMATICAL LABORATORY. It provides greater scope for individual participation in
the process of learning and becoming autonomous learners. It provides scope for greater involvement of both the mind and the
hand which facilitates cognition. It enables the teacher to demonstrate, explain and reinforce abstract mathematical ideas by using
concrete objects, models, charts, graphs, pictures, posters etc. The main aim of the mathematics laboratory is to initiate children
to enjoy mathematics, pose and solve meaningful problems.

Teaching Aids and their uses:

Teaching Aids and their uses Blackboard: This is the first and foremost of all the items of mathematical equipments. It must be
there even if anything is not there. This is the minimum equipment which help to display diagrams ,solutions for problems in
steps, gives concrete idea about figures and objects. Without which maths can’t be taught. Number kit: It consists of a set of
wooden blocks. Each block is of different colour and is labelled with a numeral. Used to learn tables, additions , subtractions etc.
Blocks : With different pictures and numbers. Used to solve puzzles.

Teaching Aids and their uses:

Teaching Aids and their uses HOME ASSIGNMENT: Find out information about different teaching aids used for maths teaching
and their uses. Write one lesson plan for one topic with and without teaching aids. Conduct the lesson in your group and find out
difference in learning by both methods.

THANK YOU FOR PATIENT LISTENING.:

THANK YOU FOR PATIENT LISTENING.
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How Can Teaching Aids Improve the Quality of Mathematics

Education

Article (PDF Available) in Educational Studies in Mathematics 56(2):313-328 · January 2004 with 25,521 Reads

DOI: 10.1023/B:EDUC.0000040412.39121.e0

Cite this publication

Afzal Ahmed

Alison Clark-Wilson

o 10.43
o University College London

Adrian Oldknow

o 20.64
o University of Chichester

Abstract

The interplay among and connections between objects (structured or unstructured), images, language and symbols
that lead to mathematical reasoning and the stating of mathematical propositions of very wide generality is well worth
closer study. I believe that the subtle distinction between the way mathematical ideas are constructed from objects
and the particular characteristics of the objects is often not clear in many teachers' minds. In the plenary, with the
help of colleagues, using practical examples and situations, I would like to explore the distinction between the
mathematical ideas that are being discussed in classrooms and the objects that are used in helping with abstractions.
The use of interactive technology in the creation of mathematical meanings will form an important part of my
colleagues' contributions.

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Figures - uploaded by Adrian Oldknow

Author content

. Children’s solutions of a fraction problem.

…
. Noticing patterns in a multiplication table: e.g. 6 × 12 = 8 × 9.

…
. A photo of a roof structure.

+4

. Mathematisation of the roof structure.

Content uploaded by Adrian Oldknow

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JEAVONS
AFZAL AHMED
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5. FINAL REMARKS
 Citations (17)

References (20)

 ... Computers have become a living part of today's society, not only adults, but also children. The study conducted
by [2] about the challenge to education to exploit computer for doing, learning, and teaching mathematics. To use the
computer as an interactive learning suggestion needs hardware as a support facility [2]. ...
... The study conducted by [2] about the challenge to education to exploit computer for doing, learning, and teaching
mathematics. To use the computer as an interactive learning suggestion needs hardware as a support facility [2].
One of transformation role in education through IT, one way to enhance these changes are by curriculum design may
be reconsidered in such a context [3]. ...
... One of transformation role in education through IT, one way to enhance these changes are by curriculum design
may be reconsidered in such a context [3]. Using computer as a teaching aid at school needs some requirements,
because teaching aid has the ability to increase student learning motivation, should be able stimulate students to
remember what has been learnt, and can provide new learning stimuli for students [2]. Thus, good media should have
the ability to enable students to provide response, feedback, and encourage students to practice properly. ...
Visualization on triangle concept using Adobe Flash Professional SC6
Article

Full-text available

o Dec 2017
o J Phys Conf
o

Adha Ratih Kusumarini

Laela Sagita

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Show abstract

 ... resources developed for this project was a dynamic number line microworld created in a Dynamic Geometry
System (DGS). (Ahmed, Clark-Jeavons and Oldknow (2003), Oldknow and Taylor (2003), QCA (2004), Clark-
Jeavons (2005)). This resource was trialled by project teachers and a classroom example of the use of the dynamic
number line was widely distributed to schools via a digital video disc of case studies (DfES 2004). ...

New tools for mathematical learning: Dynamic number lines

Article

Full-text available

o Jan 2005
o

Alison Clark-Wilson

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 ... Επίσης µεγάλη έµφαση δόθηκε στη σύγκριση των λειτουργιών της Θεωρίας Συνόλων µε τα χαρακτηριστικά της
συλλογής αντικειµένων της καθηµερινής ζωής (επτά τρίωρα). 3. Ένταξη διδακτικού υλικού (Ahmed, et al., 2004-
Moyer, 2001-Szendrei, 1996 -θα πρέπει τα στοιχεία της να χαρακτηρίζονται από κάτι κοινό (Α, Β και Γ), -δεν µπορεί
να έχει άπειρα στοιχεία (∆ και Ε), -θα πρέπει να περιέχει παραπάνω από ένα στοιχεία (Στ, Ζ, Η, Θ, Ι και ΙΑ). Επίσης
το ότι σε ένα Σύνολο µετριούνται χωριστά τα επαναλαµβανόµενα στοιχεία (ΙΒ και ΙΓ) καθώς και ότι δύο Σύνολα είναι
ίσα όταν έχουν το ίδιο αριθµό στοιχείων (4). ...

Σκουμπουρδή, Χ. (2009). Θεωρία συνόλων και συλλογή αντικειμένων: δύο διαστάσεις μιας διδασκαλίας. Ευκλείδης γ΄,
70, 65-86.
Article

Full-text available

o Jan 2009
o

Chrysanthi Skoumpourdi

View

 ... Nowadays cameras, scanners and various formats of digital images can easily be accessed via the Internet. This
feature enables teachers and students to bring images easily from the outside world into the classroom (Afzal, Clark-
Jeavons & Oldknow, 2004). Also according to Weinthal (2005) photographs can be powerful teaching tools. ...

The Effects of Using Digital Photographs with Geometer's Sketchpad at 4th Grade
Conference Paper

Full-text available

o Feb 2012
o

Ahmet Feyzi Satici

Zeynep Gecu-Parmaksiz

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Show abstract

 Adopting Digital Technology in Teaching and Learning Environment in Early Childhood Education Classes in Nairobi
County, Kenya

Article

Full-text available

o Sep 2017
o

Paul Odundo

Milimu Gladys Shaji

o
 Ganira Lilian

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 The multicultural mathematics classroom

Article

o Mar 2012
o

Limin Jao

View

 Constructing Mathematical Knowledge Using Multiple Representations: A Case Study of a Grade One Teacher

Article

o Dec 2009
o

Limin Jao

View

 Skoumpourdi, C. (2013). Kindergartners’ performance levels on patterning. International Journal for Mathematics in
Education, HMS i JME, 5, 108-131.

Article
 Full-text available

o Jan 2013
o

Chrysanthi Skoumpourdi

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 Evolution of Graphomotor Parameters in Kindergarten Children's Handwriting

Chapter

o Jan 2013
o

Cristina Sotoca

Judit Castellà

Olga Soler
o

Melina Aparici

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Show abstract

 INTEGRATING THE USE OF ICT IN THE MATHEMATICS CLASSROOM: DEVELOPING TEACHERS'

PRACTICES

Conference Paper

Full-text available

o Jan 2004
o

Alison Clark-Wilson

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Recommendations
Discover more publications, questions and projects in Mathematics Education

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Developing teachers' mathematical knowledge using digital technology



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
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

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Cornerstone Maths (Li Ka Shing Foundation funded Phase 3, 2011-2014)


 Alison Clark-Wilson

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 [...]

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Article

Full-text available
 Play, mathematic and mathematical play in early childhood education
December 2011 · Procedia - Social and Behavioral Sciences

 Ece Özdoğan

Children always interest in different plays. They start playing before beginning to walk or speak. They look the plays
as a work and they are in attention while they are playing. Interest and motivation is important for learning so play can
be use as a fuctional tool for learning. On the other hand children live with mathematics in their daily life and they
grow up with mathematics. Before they ... [Show full abstract]

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Article

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Emergent pedagogies and the changing role of the teacher in the TI-Nspire Navigator-
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November 2010 · ZDM: the international journal on mathematics education

Alison Clark-Wilson

It is generally accepted that the introduction of networked technologies to the mathematics classroom can stimulate
an irreversible change within the classroom concerning: the role of the teacher; the nature of the classroom tasks;
and the way in which students engage in the process of learning mathematics. This article will use the context of a
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Book

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Inspiring maths in the classroom

January 2008

Alison Clark-Wilson

Adrian Oldknow

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Article

Yet more frogs

June 2011 · International Journal of Mathematical Education

 Paul M. E. Shutler
Extending a recent paper by Derek Holton, we show how to represent the algorithm for the Frog Problem
diagrammatically. This diagrammatic representation suggests a simpler proof of the symmetrical case (equal
numbers of frogs of each colour) by allowing the even and odd cases to be treated together. It also provides a proof
in the asymmetrical case (unequal numbers of frogs) as an extension of ... [Show full abstract]

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Can_Teaching_Aids_Improve_the_Quality_of_Mathematics_E
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