Teacher Variations When Administering Math Graphics Items to Students With Visual Impairments
AuthorSchoch, Christina Sigrid
AdvisorErin, Jane N.
Committee ChairErin, Jane N.
MetadataShow full item record
PublisherThe University of Arizona.
RightsCopyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author.
AbstractThis exploratory study investigated the techniques used by teachers of the visually impaired when administering math questions with graphics to students with blindness or low vision. The researcher observed and videotaped 10 pairs of students with visual impairments and their teachers while the students were taking a test that consisted of 12 graphic math items and found a wide variance existed between teachers in the administering of mathematical test items with graphics to their students. The most prevalent teacher behaviors observed were teacher initiation and graph detail description. For the majority of the teacher initiated responses, teachers gave information on a specific detail of the math graphic. Students predominantly asked for clarification regarding the math graphic itself or clarification of the math problem itself. Teachers used a variety of factors in determining if and when students required assistance during testing for large print or tactile graphics. No statistical significance was found between braille and large print groups with regard to teacher variation, student variation, and scores on test items, No relationship was found between correct answers on the test and teacher variation scores but a strong, positive correlation existed for total test time and teacher variation scores. In addition, there was no statistical significance, between the six math graph types used in this study. Hand movements of braille students were also observed, 90% of students using either both hands or mostly both hands when exploring the tactile graphic math problem. A horizontal movement was the primary direction students used when examining the tactile graphic. Recommendations were made regarding future research with large print and tactile graphics
Degree ProgramSpecial Education