시각장애학생의 입체도형 지도방안 연구

Abstract

The purpose of this study was to propose the instructional strategies for teaching three-dimensional geometry to students with visual impairments by observing their performance of solving three-dimensional geometry problems and interviewing about their experiences of math instruction in three-dimensional geometry. Three seventh-grade students with blindness from three different special schools for students with visual impairments were recruited to participate in this study with consent from their parents. The instrument for evaluating the ability to solve three-dimensional geometry problems consisted of 27 items, derived from nine learning objectives in unit three of the sixth-grade math textbook. The instrument for interviewing consisted of 15 items addressing their interest, preference, experience, and opinion about geometry-related learning strategies. The participants performed correctly on 16 of 27 tasks. They succeeded in solving problems involving concrete or real objects or knowledge about terminology. They tended to fail to solve problems involving diagrams in braille. The participants differed with one another in terms of interest in math and perception about the importance of three-dimensional geometry. They agreed that teachers should guide their hands to correctly explore the diagrams in braille textbooks. Based on the results, this study proposed the following strategies for teaching three-dimensional geometry to students with visual impairments: instruction in systematic exploration by both hands, activities using real objects, diversification in exploring three-dimensional geometry, instructional adaptation individualized for each student, and promotion of the students' motivation to learn about three-dimensional geometry.