a search of barriers in developing competencies in-1

7/31/2019 A Search of Barriers in Developing Competencies in-1

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A SEARCH OF BARRIERS INDEVELOPING COMPETENCIES IN

MATHEMATICS BY VISUALLYCHALLENGED STUDENTS

Presented by:

Sagar Mani Neupane


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7/31/2012 A search of barriers... 2

Chapter I

Setting the sceneand formalizing the research I started my teaching career

as a hobby and later it turnedinto profession.

I taught pupils from differentstrata of society.

I got a chance to teach pupilswho were visually

challenged. I have no ideato teach them and saw lots ofproblems on them to studymath


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Education scenario of visuallychallenged students in Nepal

Mathematics is a compulsorysubject in formal schooling inNepal.

So, no one can take it as an

optionalevery one has to give

exam and pass mathematics tocomplete their SLC.

VCS are in formal schooling ininclusive classes


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Statement of problems

Problem 1: VCS self Problem 2: Teacher Problem 3: Subject matter Problem 4: Milieu

Ifound the understanding of VCS in mathematics is notgood and a stereotype of feeling has been developedthat mathematics is hard


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Research questions1. What are possible

barriers for visuallychallenged students to

learn mathematics?2. What are possible

present practices inmathematics teaching-learning in an inclusiveclassroom?

Why do visually

challenged studentsfind mathematics hard?

How do the present

practices affect learning

of mathematics byvisually challenged

students in an inclusive

classroom?


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Significance of the Study

Educators

Policy maker


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Chapter IILiterature Review

In this chapter I havereviewed

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

Special Education

Development of SpecialEducation in Nepal

Mathematics andVisually ChallengedStudents

Difficulties Encounteredby Blind Students inMathematics

Practices for Bettermentin 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 IIIResearch Methodology

Paradigm:Interpretive (Subjective reality)

Strategy:Interpretive (Multiple truth, reality issocially constructed, influences by ones practicesand beliefs)

My ontology: What I saw, What I heard, What I felt My epistemology: Experience of visually challenged

students about Mathematics feeling and experiencesof teachers, students


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Selection of the Study Area: An inclusive school

Research Design:Exploratory

Nature and source of data:Primary(observation, classroomobservation, 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 hostelwarden; 1 principal

Method and tools of data collection

Tools:Guideline for interviews, classroom observations, daily diaryMethod:In-dept interview (records 1-8), participant observation, dailyjournals


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Analysis and presentation of data: Critical and exploratoryinterpretation

Trustworthiness: Credibility(Believable information)I built trust

with participants before interview;Transferability(In the similarsetting, I can claim my research is transferable );Dependability(in different setting, result may be differ);Conformability(I havemobile record of interviews (record 1-8, ), Classroomobservation record

Ethical consideration: I took permission to write their name inthe research. (Harm to participants, Informed permission,Dishonesty of respondents, Violation of privacy, Actions andcompetence of researchers, Cooperation with collaborators,Release or publication of the findings)


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Chapter IVAnalysis and Interpretation

Barrier of Learning Mathematics byVisually Challenged Students

Students

Teachers

Subjectmatters

SchoolAdministration

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 hardworking teacher

No extra effort for visuallychallenged students

Unable to provide advancedtechnology and requirement

Inability to attractcompetent 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 andClassmates

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 andstudents)

Reflections:My assumptions are

changed


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Pre-idea Post- idea

Students cannot see Teachers cannot create learning

environment

Students are lazy Teacher are not able to make classroom

interactive

Students cannot make

connections

Teachers are not able to make connections

Inclusive class is burden

for visually challenged

students

Research shows inclusive class are most

fruitful

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

not good

Classroom environment

created by teachers are

not in the favor of visually

challenged studentsmathematics is rude and

hard

No one is taking responsibility

to contextualize mathematics,

Students feel inferior No work is done by teachers

and administrators to overcomethe inferiority complex

Slow writers Policy maker are not concern

about the truth

Lack of resource N/GOs and schooladministration are not

concerned --- parents can not

pay


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Questions???

Thank you