Use this URL to cite or link to this record in EThOS: https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.749184
Title: An investigation into the impact of visual-spatial difficulties on learning geometry
Author: Nagubandi, Sridhar
ISNI:       0000 0004 7233 1829
Awarding Body: University of Plymouth
Current Institution: University of Plymouth
Date of Award: 2018
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Abstract:
This thesis reports the findings of my study of students with visual-spatial deficits in my specialist school in the city of New York. It is comprised of a pilot study, mathematical interviews, and interventions with students and teachers. This study is qualitative and primarily uses case studies to explain the interventions with both the students and the teachers. The study is made up of interventions with two students, and interventions with several teachers who work in my specialist K-12 school which includes both primary and secondary school teachers. Since very little research has been conducted in this field to this point, the findings presented in this thesis aim to give teachers, especially secondary school mathematics teachers, an understanding of the challenges that secondary school students with visual-spatial deficits face when they are learning mathematics. In addition, this research also discusses intervention sessions that I conducted with teachers that gives some insights into educating secondary school mathematics teachers about mathematics learning disabilities and their impact on the students that they teach. The main findings of this research are that there are effective interventions for both students and teachers that help students with visual-spatial deficits learn mathematics. A successful theme that has emerged is centring which helps students to start questions that they find challenging, and also focus their attention on obtaining a solution. It can sometimes lead to a greater understanding of mathematics as well.
Supervisor: Not available Sponsor: Not available
Qualification Name: Thesis (Ph.D.) Qualification Level: Doctoral
EThOS ID: uk.bl.ethos.749184  DOI: Not available
Keywords: Mathematics learning disabilities ; visual-spatial ; visuospatial ; visual spatial deficits ; intervention ; MLD
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