Advanced mathematics communication beyond modality of sight

Research output: Contribution to journalArticlepeer-review

6 Scopus citations


This study illustrates how mathematical communication and learning are inherently multimodal and embodied; hence, sight-disabled students are also able to conceptualize visuospatial information and mathematical concepts through tactile and auditory activities. Adapting a perceptuomotor integration approach, the study shows that the lack of access to visual fields in an advanced mathematics course does not obstruct a blind student's ability to visualize, but transforms it. The goal of this study is not to compare the visually impaired student with non-visually impaired students to address the ‘differences’ in understanding; instead, I discuss the challenges that a blind student, named Anthony, has encountered and the ways that we tackled those problems. I also demonstrate how the proper and precisely crafted tactile materials empowered Anthony to learn mathematical functions.

Original languageEnglish (US)
Pages (from-to)46-65
Number of pages20
JournalInternational Journal of Mathematical Education in Science and Technology
Issue number1
StatePublished - Jan 2 2018
Externally publishedYes

All Science Journal Classification (ASJC) codes

  • Mathematics (miscellaneous)
  • Education
  • Applied Mathematics


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