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Embodiment, Mathematics Communication, and the Blind

Embodiment, Mathematics Communication, and the Blind. Francis Quek Professor of Computer Science Director, Center for Human Computer Interaction Virginia Tech. Bennett Bertenthal & David McNeill Department of Psychology The University of Chicago. Mary Ellen Bargerhuff & Jeffrey Vernooy

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Embodiment, Mathematics Communication, and the Blind

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  1. Embodiment, Mathematics Communication, and the Blind Francis Quek Professor of Computer Science Director, Center for Human Computer Interaction Virginia Tech Bennett Bertenthal & David McNeill Department of Psychology The University of Chicago Mary Ellen Bargerhuff & Jeffrey Vernooy Education & Office of Disability Services Wright State University

  2. Discourse, Mathematics, Blindness, Approach • Embodiment & Language Claims: • Language in inherently embodied • Communication needs to be situated in meaning and time • Embodiment provides cues for spatial-temporal grounding • The spatial field of the embodied behavior provides semantic and discourse-temporal cues • Mathematics & Embodied Discourse Claims: • Mathematics is inherently embodied (Lakoff & Nunèz 2001, Penrose 1989) • Mathematics concepts involve symbolic and analog content (McNeill 1992) • Humans discussing and conceptualizing mathematics gesture • Access to the communicator’s gesture aids in understanding discourse content • Mathematics & the Blind • Blind students are typically 1-3 years behind seeing students • Blind individuals have the capacity for spatial visualization • Tactile instruction material generation is not the bottleneck • The capacity for situated mathematics instruction is understudied • Mediating Communication between Teacher & Student • Student & Teacher have conformal illustrations • Teacher’s point of instructional focus and student’s point of tactile focus are tracked • The student is made aware of the disparity via a set of devices and the interaction is evaluated (how effective, how do individuals adapt etc.)

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