A SEARCH OF BARRIERS IN DEVELOPING COMPETENCIES IN MATHEMATICS BY VISUALLY CHALLENGED STUDENTS

Presented by: Sagar Mani Neupane

Chapter I Setting the scene and formalizing the research

I started my teaching career as a hobby and later it turned into profession. I taught pupils from different strata of society. I got a chance to teach pupils who were visually challenged. I have no idea to teach them and saw lots of problems on them to study math
7/31/2012 A search of barriers... 2

Education scenario of visually challenged students in Nepal

Mathematics is a compulsory subject in formal schooling in Nepal. So, no one can take it as an optionalevery one has to give exam and pass mathematics to complete their SLC. VCS are in formal schooling in inclusive classes
7/31/2012 A search of barriers... 3

Statement of problems
Problem 1: VCS self Problem 2: Teacher Problem 3: Subject matter Problem 4: Milieu

I found the understanding of VCS in mathematics is not good and a stereotype of feeling has been developed that mathematics is hard
7/31/2012 A search of barriers... 4

Research questions
1. What are possible barriers for visually challenged students to learn mathematics? 2. What are possible present practices in mathematics teachinglearning in an inclusive classroom?
7/31/2012 A search of barriers...

Why do visually challenged students find mathematics hard? How do the present practices affect learning of mathematics by visually challenged students in an inclusive classroom?
5

Significance of the Study

Educators Policy maker

7/31/2012

A search of barriers...

Chapter II Literature Review

In this chapter I have reviewed Differently Able Children How is Sight Measured? Partial sight Poor acuity Central vision loss Peripheral vision loss Interrupted Vision Low Contrast Sensitivity General Scenario of Blindness
7/31/2012

A search of barriers...

Special Education Development of Special Education in Nepal Mathematics and Visually Challenged Students Difficulties Encountered by Blind Students in Mathematics Practices for Betterment in Mathematics
7

Conceptual framework

7/31/2012

A search of barriers...

Filling the gap!!!

7/31/2012

A search of barriers...

Research map

7/31/2012

A search of barriers...

10

Chapter III Research Methodology

Paradigm: Interpretive (Subjective reality) Strategy: Interpretive (Multiple truth, reality is socially constructed, influences by ones practices and beliefs) My ontology: What I saw, What I heard, What I felt My epistemology: Experience of visually challenged students about Mathematics feeling and experiences of teachers, students

7/31/2012

A search of barriers...

11

 Selection of the Study Area: An inclusive school Research Design: Exploratory Nature and source of data: Primary (observation, classroom observation, in-depth interview) Secondary: CBS reports, journals, books, thesis and dissertations, websites Participants: 3 visually challenged students (1 boy, 2girls), 2 mathematics teacher (1 secondary and 1 L. secondary); 1 hostel warden; 1 principal Method and tools of data collection Tools: Guideline for interviews, classroom observations, daily diary Method: In-dept interview (records 1-8), participant observation, daily journals

7/31/2012

A search of barriers...

12

 Analysis and presentation of data : Critical and exploratory interpretation Trustworthiness: Credibility (Believable information) I built trust with participants before interview; Transferability (In the similar setting, I can claim my research is transferable ); Dependability (in different setting, result may be differ); Conformability (I have mobile record of interviews (record 1-8, ), Classroom observation record Ethical consideration: I took permission to write their name in the research. (Harm to participants, Informed permission, Dishonesty of respondents, Violation of privacy, Actions and competence of researchers, Cooperation with collaborators, Release or publication of the findings)

7/31/2012

A search of barriers...

13

Chapter IV Analysis and Interpretation

Barrier of Learning Mathematics by Visually Challenged Students

Students Teachers Subject matters

7/31/2012

School Administration Milieus

A search of barriers...

14

Students
Cannot see/hard to get connection Inclusive class Lack of self initiation and hard work Attitude Feelings of inferiority Slow writing

7/31/2012

A search of barriers...

15

Teachers
Lack of content knowledge Lack of pedagogy of Inclusive class Language Lack of idea to link mathematics with daily life Less initiation Untrained Consider teaching as hobby than profession Lack of confidence Reluctance to change Novice teacher Believes on punishment
A search of barriers... 16

7/31/2012

School Administration
No incentives for hard working teacher No extra effort for visually challenged students Unable to provide advanced technology and requirement Inability to attract competent teachers
7/31/2012 A search of barriers... 17

Subject matter

No link with daily life Meaningless algorithms Diagram related Symbols

7/31/2012

A search of barriers...

18

Milieu
Less co-operative friends and Classmates Parents Exam system Failure of NGO/GOs vision Time limit (exam and class time) Scopes of all subjects Lack of Resources (teaching) Lack of book and materials Lack of advanced technology

7/31/2012

A search of barriers...

19

CONCLUSIONS AND MY REFLECTIONS

Conclusion: Major factors are: students, teachers, subject matters, general view (VCS cannot study math) and resources (for teachers and students) Reflections: My assumptions are changed

7/31/2012

A search of barriers...

20

Pre-idea Students cannot see

Students are lazy

Post- idea Teachers cannot create learning environment

Teacher are not able to make classroom interactive Teachers are not able to make connections Research shows inclusive class are most fruitful

Students cannot make connections Inclusive class is burden for visually challenged students Students do not take initiation

Teacher does not give chance to take initiation Resources are not available on time, so students
A search of barriers... 21

7/31/2012

Attitude towards mathematics in Classroom environment created by teachers are not good not in the favor of visually challenged students

mathematics is rude and hard

Students feel inferior

No one is taking responsibility to contextualize mathematics,

No work is done by teachers and administrators to overcome the inferiority complex Policy maker are not concern about the truth N/GOs and school administration are not concerned --- parents can not pay
A search of barriers... 22

Slow writers Lack of resource

7/31/2012

References:
Adhikary, R. (2008). Comparative study on Mathematical achivement between Deaf and Normal studnets. Kathmandu: An unpublished dissertation submitted to college of education Tribhuwan University. American Academy of Ophthalmology (2004) Visual Impairment, Visual Disability and Legal Blindness (3) 8. Anmol, A. (2008, July 22). eKantipur. Visually impaired students learning only from lectures. Armstrong, P. (2009). Issues In Educational Research. Qualitative research interviews: Identifying problems in technique Gary Partington.Vol 1. Arter. J. (1999). Children with Visual Impairment in Mainstream Settings. London: David. Barry, S(2003). Luciano Floridi (ed.). Blackwell Guide to the Philosophy of Computing and Information, Oxford: Blackwell. Barry, S. and Christopher, W. (2000). Ontology: Towards a New Synthesis. University at buffalo: Buffalo. Booyle, J.R. and Danforth, S. (2001). Cases in special education second edition, Individuals with visual impairements. McGraw- Hill Higher education, New York. Boyle, A. R. (2008). Teaching Law Students through Individual Learning Styles. Sage publication: Thousand Oaks, California. Dick, T., Kubiak, E. (1997). Issues and Aids for teaching mathematics to the blind. Mathematics teacher, 90(5), 344-349. Edigar, M., Rao, D. B. (2005). Quality school education. Discovery publishing house:New Delhi. Fitche, J. G. (2006). Philosophy and education: bilateral relationship. California: study of democratic institution. Fulton publications. Gargiulo, M. R. (2005). Special educiton in contempory society (2nd ed.). US: Thomson wardsworths. George, A. L., Bennett, A. (2004). Case studies and theory development in the social sciences. Belfer center for science and international affairs: Massachuseets. 7/31/2012 A search of barriers... 23

Health encyclopedia (2008). Visual impairments. London: NHS direct riverside house. Hersh, R. (1997). What is mathematics really? New York: Oxford University press. Iamla- Ong, H. (2007).A case study of language learning strategies of visually impaired students at the Thailand association of blind. Unpublished masters thesis, Mahidol University, Thailand. Iamla-ong, H. (2007). A case study of language learning strategies of visually impaired students at the Thailand association of blind. An unpublished thesis submitted or the master degree of arts: faculty of graduates studies. Mahidol University. James L. Paul and Kofi Marfo (2001).Review of Educational Research, Vol. 71, No. 4 (Winter, 2001), pp. 525-547. Jarvie, I. C. (1992). Thinking about society: theory and practice. D. Reidel publishing company: Boston. Joas, H., Knobl, W. (2008). Social Theory: Twenty Introductory Lectures. Cambridge University Press. Joshi, P.P. (2003). Science support. Kathmandu: Satyal Publication. Lay, T. A. (1998). Braille 'n speak--unlocking doors to math for blind student. California: California state university. Ley, A. T. (1998). Bralille 'n speakunlocking doors to math to math for blind students. Forest hill, MD. Blazie Engineering. Luu C. Kiely P, Crewther D. Kowal L Crewther S. (2003). Documenta Ophthalmologica. Volume 106, Number 3, May 2003 , pp. 319-325(7) available on www.ingentaconnect.com. Marshall, C., Rossman, G. B (2006). Designing qualitative research. Sage Publication:Thousand Oaks, California.
A search of barriers... 24

7/31/2012

McNeill, P., Chapman, C. (2005). Research Method Third Edition. Abingdon: Routledge 2 Park Square, Milton Park. McNeill, P., Chapman, S. (2005). Research methods third edition. Routledge:, Oxon. Microsoft Encarta (2007). Microsoft Corporation. Nanda, V. K. (2006). Principles of child development. New Delhi: Anmol publication pvt. Ltd. Nath, V. (2008). Causes, prevention and cure of visual impairment. New Delhi: General of Health Services. Nathralya, S. (2008). My eye world. Available on http://www.myeyeworld.com/index.htm retrieved on 8th June, 08. National numeracy agency (2001). Guidelines to support pupil with visual impairements. UK. DfES Publications. Neuman, W. L. (2006). Social research methods, qualitative and quantitative approaches. New Delhi: Person Education. Ojha, S. R., Sah, C. S., Nakarmi, G., Pandey, A. (2005). Learning science. Kathmandu: Satyal publication. Osterhaus, S. (2002). Math Technology for Visually Impaired Students .St. Austin: TSBVI outreach.

7/31/2012

A search of barriers...

25

Pamela (2001). Bilindness/ visual impairement. Available on http://en.allexperts.com/q/Blindness-Visual-Impairment3220/BECOMING-BLIND.htm. Pereira, M. P., Ramsden, G. C. (1999). Language development and social interaction in blind children. Psychology press limited: London. Pokhrel, T. R. (2008, July). Sikshak. The process of evaluation should be changed , p. 34. Poli, R. (2006). Descriptive, Formal and Formalized Ontologies. University of Trento Mitteleuropa Foundation. Powls. A, Botting, N., Cooke r. W. I., Stephenson G. ,Marlow, N.(2007). Visual impairment in very low birthweight children. Uk: Inist-cnrs. Rousseau, B., Rousseau, R. (2005). Some ideas concerning the semantic web. Eindhovan University of Technology: Netherland. Shrivastav, J.P., Mishra, B.K., Ghimire, K. G., and Thapa, M. B. (2004). Modern graded science class 9 & 10. kathmandu: Vidyarthi pustak bhandar publisher and distributor. Wilson, E. B. (1990). An introduction to scientific research. General Publishing company limited: Toranto. World Health Organization (1980)

7/31/2012

A search of barriers...

26

Questions???

Thank you

7/31/2012

A search of barriers...

27