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A SEARCH OF BARRIERS IN DEVELOPING COMPETENCIES IN MATHEMATICS BY VISUALLY CHALLENGED STUDENTS

Presented by: Sagar Mani Neupane

Chapter I Setting the scene and formalizing the research


I started my teaching career as a hobby and later it turned into profession. I taught pupils from different strata of society. I got a chance to teach pupils who were visually challenged. I have no idea to teach them and saw lots of problems on them to study math
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Education scenario of visually challenged students in Nepal


Mathematics is a compulsory subject in formal schooling in Nepal. So, no one can take it as an optionalevery one has to give exam and pass mathematics to complete their SLC. VCS are in formal schooling in inclusive classes
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Statement of problems
Problem 1: VCS self Problem 2: Teacher Problem 3: Subject matter Problem 4: Milieu

I found the understanding of VCS in mathematics is not good and a stereotype of feeling has been developed that mathematics is hard
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Research questions
1. What are possible barriers for visually challenged students to learn mathematics? 2. What are possible present practices in mathematics teachinglearning in an inclusive classroom?
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Why do visually challenged students find mathematics hard? How do the present practices affect learning of mathematics by visually challenged students in an inclusive classroom?
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Significance of the Study


Educators Policy maker

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Chapter II Literature Review


In this chapter I have reviewed Differently Able Children How is Sight Measured? Partial sight Poor acuity Central vision loss Peripheral vision loss Interrupted Vision Low Contrast Sensitivity General Scenario of Blindness
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Special Education Development of Special Education in Nepal Mathematics and Visually Challenged Students Difficulties Encountered by Blind Students in Mathematics Practices for Betterment in Mathematics
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Conceptual framework

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Filling the gap!!!

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Research map

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Chapter III Research Methodology


Paradigm: Interpretive (Subjective reality) Strategy: Interpretive (Multiple truth, reality is socially constructed, influences by ones practices and beliefs) My ontology: What I saw, What I heard, What I felt My epistemology: Experience of visually challenged students about Mathematics feeling and experiences of teachers, students

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Selection of the Study Area: An inclusive school Research Design: Exploratory Nature and source of data: Primary (observation, classroom observation, in-depth interview) Secondary: CBS reports, journals, books, thesis and dissertations, websites Participants: 3 visually challenged students (1 boy, 2girls), 2 mathematics teacher (1 secondary and 1 L. secondary); 1 hostel warden; 1 principal Method and tools of data collection Tools: Guideline for interviews, classroom observations, daily diary Method: In-dept interview (records 1-8), participant observation, daily journals

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Analysis and presentation of data : Critical and exploratory interpretation Trustworthiness: Credibility (Believable information) I built trust with participants before interview; Transferability (In the similar setting, I can claim my research is transferable ); Dependability (in different setting, result may be differ); Conformability (I have mobile record of interviews (record 1-8, ), Classroom observation record Ethical consideration: I took permission to write their name in the research. (Harm to participants, Informed permission, Dishonesty of respondents, Violation of privacy, Actions and competence of researchers, Cooperation with collaborators, Release or publication of the findings)

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Chapter IV Analysis and Interpretation


Barrier of Learning Mathematics by Visually Challenged Students

Students Teachers Subject matters


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School Administration Milieus

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Students
Cannot see/hard to get connection Inclusive class Lack of self initiation and hard work Attitude Feelings of inferiority Slow writing

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Teachers
Lack of content knowledge Lack of pedagogy of Inclusive class Language Lack of idea to link mathematics with daily life Less initiation Untrained Consider teaching as hobby than profession Lack of confidence Reluctance to change Novice teacher Believes on punishment
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School Administration
No incentives for hard working teacher No extra effort for visually challenged students Unable to provide advanced technology and requirement Inability to attract competent teachers
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Subject matter

No link with daily life Meaningless algorithms Diagram related Symbols

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Milieu
Less co-operative friends and Classmates Parents Exam system Failure of NGO/GOs vision Time limit (exam and class time) Scopes of all subjects Lack of Resources (teaching) Lack of book and materials Lack of advanced technology

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CONCLUSIONS AND MY REFLECTIONS

Conclusion: Major factors are: students, teachers, subject matters, general view (VCS cannot study math) and resources (for teachers and students) Reflections: My assumptions are changed

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Pre-idea Students cannot see


Students are lazy

Post- idea Teachers cannot create learning environment


Teacher are not able to make classroom interactive Teachers are not able to make connections Research shows inclusive class are most fruitful

Students cannot make connections Inclusive class is burden for visually challenged students Students do not take initiation

Teacher does not give chance to take initiation Resources are not available on time, so students
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Attitude towards mathematics in Classroom environment created by teachers are not good not in the favor of visually challenged students

mathematics is rude and hard


Students feel inferior

No one is taking responsibility to contextualize mathematics,


No work is done by teachers and administrators to overcome the inferiority complex Policy maker are not concern about the truth N/GOs and school administration are not concerned --- parents can not pay
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Slow writers Lack of resource

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References:
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Questions???

Thank you

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