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| DC Field | Value | Language |
|---|---|---|
| dc.contributor.author | Andreou Y. | en |
| dc.contributor.author | Kotsis K. | en |
| dc.date.accessioned | 2015-11-24T17:45:32Z | - |
| dc.date.available | 2015-11-24T17:45:32Z | - |
| dc.identifier.issn | 1447-9540 | - |
| dc.identifier.uri | https://olympias.lib.uoi.gr/jspui/handle/123456789/15033 | - |
| dc.rights | Default Licence | - |
| dc.subject | Measurement of sizes, perceptions of students, length, surface area, volume | en |
| dc.title | Mathematical Concept Development in Blind and Sighted Children | en |
| heal.type | journalArticle | - |
| heal.type.en | Journal article | en |
| heal.type.el | Άρθρο Περιοδικού | el |
| heal.language | en | - |
| heal.access | campus | - |
| heal.recordProvider | Πανεπιστήμιο Ιωαννίνων. Σχολή Επιστημών Αγωγής. Παιδαγωγικό Τμήμα Δημοτικής Εκπαίδευσης | el |
| heal.publicationDate | 2006 | - |
| heal.abstract | The empirical research was held in February 2003 in Athens. 78 students, both blind and sighted, participated. Their ages ranged from 9 to 13 years old. The investigation was conducted through questionnaires given to blind and sighted children. The questions were multiple choices and for each question there were 3 or 4 possible answers. The sighted children were asked to mark the correct answer while the children with a visual impairment were asked to tell us which answer they considered to be correct. Children with a visual impairment cannot view objects in their entirety. They have to move from parts to the whole. (Wexter A.1961, McLinden M and McCall S.2002). It is important that a blind child has access to formal and informal learning experiences to develop basic skills such as classification, discrimination, measurement of sizes, comparisons between large and small, tall and short etc., all these will help to move from concrete to abstract ideas (H. Mason, S. McCall, 1997). The ability to measure sizes, volume, surface area or length, is vital for children who are visually impaired and can help them to have an awareness of space and to understand the comparative size of their body within it (Best, A.B., 1992). Sighted children, on the other hand don't have to measure or compare sizes in order to have knowledge of the world around them. They learn to perceive objects in their entirety. For them, the process of measurement is a skill that is taught at school, not something that they use in their everyday life. Generally from our results, we can conclude that students with a visual impairment conceive the estimation of volume, surface area and length better, in concrete concepts and concepts that are familiar to them, when compared to sighted students. This is because children with a visual impairment use measurement in their everyday life in order to explore their surroundings and to increase the control they have over their lives and their environment. | en |
| heal.journalName | International Journal of Learning | en |
| heal.journalType | peer-reviewed | - |
| heal.fullTextAvailability | TRUE | - |
| Appears in Collections: | Άρθρα σε επιστημονικά περιοδικά ( Ανοικτά) | |
Files in This Item:
| File | Description | Size | Format | |
|---|---|---|---|---|
| Kotsis-2006-Mathematical Concept Development.pdf | 822.65 kB | Adobe PDF | View/Open Request a copy |
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