Advanced search options

Sorted by: relevance · author · university · date | New search

You searched for `+publisher:"The Ohio State University" +contributor:("Owens, Douglas T.")`

.
Showing records 1 – 2 of
2 total matches.

▼ Search Limiters

The Ohio State University

1. Moore, David M. How the Visually Impaired View and Experience Mathematics in School.

Degree: MA, EDU Teaching and Learning, 2008, The Ohio State University

URL: http://rave.ohiolink.edu/etdc/view?acc_num=osu1396453258

This study investigates how the blind need mathematics
communicated to them. Considerable evidence exists that learning
strategies such as discussion, group learning, and speaking in the
mathematics classroom greatly aid the sighted in learning and
understanding mathematics. The researcher wanted to determine
whether or not these same strategies benefit the blind as much as
the sighted. The researcher wanted to determine how crucial it is
for the blind to have all mathematics materials in Braille and
other tactile forms. The researcher also studied whether or not
blind students eventually consider a mathematics related career.To
conduct this study, the researcher interviewed eight adult, blind
participants who took mathematics in school as a blind student. The
researcher read a recruitment script to a potential subject before
the interview began. Based on the information gathered from the
interviews, results were established concerning what the
participants believed concerning how they would have best learned
and understood mathematics. In addition, conclusions were drawn
concerning how the blind need mathematics communicated to them;
what class environment is best; and what accommodations the blind
need to best flourish in mathematics.The results show that it was
important for the participants, who were blind as a child, to be
taught mathematics through the eighth grade by a special education
teacher for the blind in a small resource room setting. Because of
the small classroom size in this setting, the strategies that help
the sighted were used by the special education teacher for the
blind. The participants said that when they were put into the
regular high school classroom, these strategies such as working in
groups, class discussion, and speaking about mathematics were no
longer used in the high school classroom environment. This was when
they became lost in mathematics, and they no longer enjoyed this
subject. In addition, their special education teacher for the blind
knew how to convert all mathematics materials into Nemeth code
Braille. Participants said that they needed to be able to read and
write mathematics in Braille to learn and understand this subject.
In addition, the participants said that it was crucial for them to
have all visual representations of figures, graphs, and tables in a
raised tactile form. Most participants said that as blind students
they would have appreciated mathematics more if real-life
applications had been implemented into the curriculum. A few of the
participants said that they would have considered a mathematics
related career if experts in different fields had come into the
classroom and talked about how they applied mathematics on their
jobs.The conclusions of this research show that the blind will
indeed benefit from the same learning strategies that help the
sighted such as class discussion, group learning, and speaking in
mathematics class. In addition, the blind need to have all
materials in Braille in order to learn mathematics. It is important
that the blind be taught…
*Advisors/Committee Members: Owens, Douglas T. (Advisor).*

Subjects/Keywords: Education; Mathematics Education

Record Details Similar Records

❌

APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^{th} Edition):

Moore, D. M. (2008). How the Visually Impaired View and Experience Mathematics in School. (Masters Thesis). The Ohio State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=osu1396453258

Chicago Manual of Style (16^{th} Edition):

Moore, David M. “How the Visually Impaired View and Experience Mathematics in School.” 2008. Masters Thesis, The Ohio State University. Accessed November 14, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=osu1396453258.

MLA Handbook (7^{th} Edition):

Moore, David M. “How the Visually Impaired View and Experience Mathematics in School.” 2008. Web. 14 Nov 2019.

Vancouver:

Moore DM. How the Visually Impaired View and Experience Mathematics in School. [Internet] [Masters thesis]. The Ohio State University; 2008. [cited 2019 Nov 14]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1396453258.

Council of Science Editors:

Moore DM. How the Visually Impaired View and Experience Mathematics in School. [Masters Thesis]. The Ohio State University; 2008. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1396453258

The Ohio State University

2. Meagher, Michael. The processes of learning in a computer algebra system (CAS) environment for college students learning calculus.

Degree: PhD, Educational Theory and Practice, 2005, The Ohio State University

URL: http://rave.ohiolink.edu/etdc/view?acc_num=osu1124113975

This study is a qualitative case study focusing on the
question “What are the processes of learning in a Computer Algebra
System (CAS) environment for college students learning calculus?”
The study is designed to research the impact on student learning of
new and revolutionary software available for mathematics education.
Research in CAS has focused on outcome-based studies and more
philosophical work on the curriculum and assessment implications of
CAS. Missing are studies which look at what exactly happens when
students try to learn mathematics in a CAS environment: What does
CAS learning look like on a day-to-day basis? and What does CAS
learning look like across the period of a ten-week course? The
importance of investigating these processes lies in understanding
the impact of CAS on learning so that an appropriate balance can be
found in the integration of technology into teaching ensuring that
the merits of traditional methods are not lost and that the merits
and demerits of CAS use are fully understood. The primary data for
the study consists of audio and video of tape of a group of
students in a college course learning calculus using CAS software.
This data was supplemented by interviews with the students as well
as analysis of the students’ homework and tests. Analysis of the
data via Rotman Model of Mathematical Understanding provides a lens
through which to view the place of technology in the CAS classroom
and through which to view the journey of each student across the
quarter. The Pirie-Kieren Model for the Growth of Mathematical
Understanding is then mobilised as a lens through which to examine
specific learning episodes as they occur in the classroom. As well
as providing examples of student learning, the broader conclusions
of the study are (i) that the framing and introduction of
technology at the beginning of an instruction period impacts
crucially on student behaviour and use of technology throughout
that period and (ii) that while students will naturally experiment
in a CAS environment intervention is probably required for them to
develop sophistication in their experimental behaviour and
strategies.
*Advisors/Committee Members: Owens, Douglas T, Voithofer, Richard (Advisor).*

Subjects/Keywords: Computer Algebra Systems (CAS); Mathematics Education; Technology; Mathematica

Record Details Similar Records

❌

APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^{th} Edition):

Meagher, M. (2005). The processes of learning in a computer algebra system (CAS) environment for college students learning calculus. (Doctoral Dissertation). The Ohio State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=osu1124113975

Chicago Manual of Style (16^{th} Edition):

Meagher, Michael. “The processes of learning in a computer algebra system (CAS) environment for college students learning calculus.” 2005. Doctoral Dissertation, The Ohio State University. Accessed November 14, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=osu1124113975.

MLA Handbook (7^{th} Edition):

Meagher, Michael. “The processes of learning in a computer algebra system (CAS) environment for college students learning calculus.” 2005. Web. 14 Nov 2019.

Vancouver:

Meagher M. The processes of learning in a computer algebra system (CAS) environment for college students learning calculus. [Internet] [Doctoral dissertation]. The Ohio State University; 2005. [cited 2019 Nov 14]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1124113975.

Council of Science Editors:

Meagher M. The processes of learning in a computer algebra system (CAS) environment for college students learning calculus. [Doctoral Dissertation]. The Ohio State University; 2005. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1124113975