Understanding the polygon with the eyes of blinds

The touch of individuals with visual impairments to geometry: Tactile materials vs origami

“…Thus, the line segment can be described as a straight line segment bounded by its endpoints (see Aktaş, 2020). Indeed, students with visual impairments can benefit from the rope, cable, metal rods and embossed lines for line and line segment representation (Aktaş, 2020;Bülbül, 2013;Dick & Kubiak, 1997;Horzum & Arıkan, 2019). Thus, it is possible for individuals with visual impairments to understand the definitions of line and line segment concepts and to design their graphic representations symbolically.…”

“…In addition, the concept of angle can be explained by the extension of the line segments, which are the arms of the angle, in geometric figures whose sides are line segments (Kay, 2001). Horzum and Arıkan (2019) determined that students with visual impairments comprehend interior and exterior angles and line segments when designing polygons using magnetic materials.…”

“…Thus, adaptations in teaching practices for individuals with visual impairments should be supported by tactile and auditory materials (Argyropoulos, 2002;Heller et al, 2005). However, individuals can also use tactile materials and perceive the abstract or concrete concepts represented by these materials, even though they cannot actively benefit from the sight (Agrawal, 2004;Aktaş, 2022;Aktaş & Argün, 2020;Cowan, 2011;Edwards & Stevens, 1994;Horzum & Arıkan, 2019;Sze, 2005b). Through tactile experience in everyday life, these conceptual structures can be perceived.…”

Görme Yetersizliğinden Etkilenen Bir Öğrenciyle Koordinat Sisteminin İnşasına İlişkin Bir Öğretim Deneyi

“…Dolayısıyla, GYE öğrenciler için öğretim ortamları tasarlamaya dair araştırmalar da ihtiyaçtır (Buhagiar & Tanti, 2013). GYE öğrencilerle yapılan araştırmalar erişilebilirlik için sunulan veya tasarlanan materyallerin işlevselliğine veya kavrayış üzerindeki rollerine odaklanmaktadır (Bülbül vd., 2012;Cansu Kurt, Journal of Bayburt Education Faculty, Year: 2023 Volume: 18 Number: 40 2015; Cowan, 2011;Dick & Kubiak, 1997;Haber vd., 1993;Horzum, 2016;Horzum & Arikan, 2019;Horzum & Bülbül, 2017;Van Scoy vd., 2005). Bu çalışmalar öğrencilerin öğrenme yol haritalarının belirlenmesinin oluşturacağı kılavuz bilgileri sunmasa da, öğrenme yol hartalarının tespitine temel oluşturabilir.…”