This thesis reports the findings of my study of students with visual-spatial
deficits in my specialist school in the city of New York. It is comprised of a pilot
study, mathematical interviews, and interventions with students and teachers.
This study is qualitative and primarily uses case studies to explain the
interventions with both the students and the teachers. The study is made up of
interventions with two students, and interventions with several teachers who
work in my specialist K-12 school which includes both primary and secondary
school teachers.
Since very little research has been conducted in this field to this point, the
findings presented in this thesis aim to give teachers, especially secondary school
mathematics teachers, an understanding of the challenges that secondary school
students with visual-spatial deficits face when they are learning mathematics. In
addition, this research also discusses intervention sessions that I conducted with
teachers that gives some insights into educating secondary school mathematics
teachers about mathematics learning disabilities and their impact on the students
that they teach.
The main findings of this research are that there are effective interventions for
both students and teachers that help students with visual-spatial deficits learn
mathematics. A successful theme that has emerged is centring which helps
students to start questions that they find challenging, and also focus their
attention on obtaining a solution. It can sometimes lead to a greater
understanding of mathematics as well.
Date of Award | 2018 |
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Original language | English |
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Awarding Institution | |
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Supervisor | Edward Graham (Other Supervisor) |
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- Visual-spatial
- Visuospatial
- Visual spatial deficits
- Intervention
- Mathematics learning disabilities
- MLD
AN INVESTIGATION INTO THE IMPACT OF VISUAL-SPATIAL DIFFICULTIES ON LEARNING GEOMETRY
Nagubandi, S. (Author). 2018
Student thesis: PhD