[AERNet] Spatial math and nemeth

Tue Oct 2 22:15:45 EDT 2007

You are correct that for demonstration purposes, the spatial math shows how and why the concepts work (even if one doesn't use it as a computatiopnal skill).  An abacus for actual computation works better.

However, lining up place values spatially is a skill that can be transferred to higher math concepts.  For instance, when a student learns that s/he can rename the place values as powers of ten, that student is on the next step to understanding like terms in algebraic expressions.

thousands  hundreds  tens      ones       tenths  hundredths
   10^3        10^2     10^1     10^0    10^-1    10^-10
      x^3  +   x^2   +   x     +   x^0    +  x^-1  +  x^-10

Granted, this is still demonstration, but I have had to use place-value charts spatially arranged (and even using an array of library pockets) for students who were, well, a little below average in cognitive-grasping concepts.

Also, in the math books, the student needs to be aware of the symbols as they are used in the book (e.g., cancellation indicators, curved long-division, etc.) if s/he is going to be able to follow what the rest of the class is doing.

Teaching the abacus is great, but it often needs a pull-out instructional model, whereas the spatially arranged problems are what the student will be encountering if s/he is fully included in a gen ed class and has to follow what the teacher is presenting to the class from the book or even on the board.

Whether or not teaching spatial arrangements is an efficient use of the TVI's and student's time, however, is arguable.

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From: Morozwhite at cox.netTo: aernet at lists.aerbvi.orgDate: Tue, 2 Oct 2007 18:35:59 -0700Subject: [AERNet] Spatial math and nemeth

I have been following the discussions on spatial math, Nemeth and technology and wanted to add my opinions, which may be totally wrong, but it is my opinion and I am sticking with it, unless I am persuaded to change my ways. 

I really do not understand why we are still trying to teach spatial math to Braille readers.  I do understand that for demonstration purposes spatial math may be helpful, but I just do not get why vision teachers are still spending so much time teaching students to line up problems, when the concept is so much more important.  I truly doubt that any adult that happens to be blind uses a Perkins to do spatial math.  I choose to teach the abacus and re teach much that is going on in the general ed math class to accommodate abacus use.  Just seems to make much more sense to me.  From my experience abacus makes sense to my students and it is truly a process.  I have a 10th grade totally blind student who was never taught spatial math, uses an abacus and got a 98 on the high school practice math proficiency required to graduate.  I have a 7th grader who never learned spatial math, but is a wiz on the abacus and is on grade level.  I have a 6th grader who just became my student and was taught spatial math, and has little abacus skills and he is having trouble keeping up.  OK, give me some proof that spatial math is valuable.  

I really do agree that Nemeth is important; as long as the student knows how to read and write Nemeth; why not let them choose how they want to write it.  I have both a Nemeth responder and a “pseudo literary Nemeth” responder and as long as they can both show me mastery of the process, who cares how they write it.  I had the pleasure of meeting Abraham Nemeth this summer, and he feels the code is cumbersome.  I really wish that the powers that be would accept his new code, at least for math.  

Also, we need to utilize technology as much as possible if we are going to prepare our students to compete in a sighted technology world.  But, I have become very frustrated trying to acquire electronic format textbooks.  I have no problems getting literary books (library of congress, Bookshare).  Currently, I use electronic textbooks for all subjects except math.  For science and history I have a supplement for diagrams, maps and such, but my department is scanning, translating and saving to a CF card, so errors still occur.  My frustration is getting the electronic file directly from the publisher.  Has anyone had any success?  If so, please share the particulars.  

Lori Moroz-White
Clark County School District 

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