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An approach of explaining math function graphs through the sound representation for blind students

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EN
One of the key abilities that should be learned by every student is mastering math skills. It is particularly difficult for blind students who have problems with access to information that is usually presented graphically for common pupils. In mathematics one such information is the presentation of graphs. However there are several drawing techniques for the blind, but they are expensive, and hard for common using. One way to solve this problem may be using a special sound representation of math graphics for the blind students. In this article, an approach allowing to provide making such presentation possible is presented. Briefly it is grounded on the conversion of graphic data of the math drawing to sound wave with proper assets.
Twórcy
  • Siedlce University of Natural Sciences and Humanities, Institute of Computer Science, ul. 3 Maja 54, 08-110 Siedlce, Poland
  • Siedlce University of Natural Sciences and Humanities, Institute of Computer Science, ul. 3 Maja 54, 08-110 Siedlce, Poland
Bibliografia
  • 1. Biihler, C., and H. Knops. ‘High Resolution Tactile Graphics for Nonvisual HCI’. Assistive Technology on the Threshold of the New Millennium, p. 154, 1999.
  • 2. Brzostek-Pawlowska, J., Mikulowski.D. ‘A Concept of Mobile Technology for Remotely Supporting Mathematical Education of the Blind’. Remote Engineering and Virtual Instrumentation (REV), 2014 11th International Conference on Remote Engineering and Virtual Instrumentation Porto 2014, IEEE, pp. 54-60, 2014.
  • 3. ‘Desmos Graph’. Desmos Graphing Calculator, https://www.desmos.com/calculator. Accessed 18 Apr. 2018.
  • 4. Giudice, Nicholas A. ‘Braille Printers / Braille Embossers by Index Braille’. Indexbraille.Com, https://www.indexbraille.com/. Accessed 5 Apr. 2018.
  • 5. Hulsebos, Edo, et al. ‘Improved Microphone Array Configurations for Auralization of Sound Fields by Wave-Field Synthesis’. Journal of the Audio Engineering Society, vol. 50, no. 10, pp. 779-790, 2002.
  • 6. Jakubowski, S. ‘Uczeń Niewidomy, i Słabowidzący w Ogólnodostępnej Szkole Średniej’. MENiS. Warszawa, 2005.
  • 7. Jehoel, Sandra, et al. ‘An Empirical Approach on the Design of Tactile Maps and Diagrams: The Cognitive Tactualization Approach’. British Journal of Visual Impairment, vol. 24, no. 2, pp. 67-75, 2006. doi:10.1177/0264619606063402.
  • 8. Morrison, Michelle. ‘Math Tracks: What Pace in Math Is Best for the Middle School Child?.’ Montessori Life: A Publication of the American Montessori Society, vol. 23, no. 4, pp. 26-35, 2011.
  • 9. Nadeem, Maham, et al. A Comparative Analysis of Braille Generation Technologies. IEEE, pp. 294-99, 2016. doi:10.1109/ICARM.2016.7606935. An Approach of Explaining
  • 10. Robinson, Thamburaj. ‘The Progressive Step Method for Teaching Geometry Constructions to Students With Visual Impairments’. The Japanese Journal of Special Education, vol. 44, no. 6, pp. 543-50, 2007. doi:10.6033/tokkyou.44.543.
  • 11. Take a Look at a Selection of Viewplus Braille Printers. | ViewPlus. https://viewplus.com/braille-printers/. Accessed 5 Apr. 2018.
  • 12. Technology, Voice vision. Augmented Reality for the Totally Blind. 2010
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Bibliografia
Identyfikator YADDA
bwmeta1.element.baztech-52edf771-ba99-44ce-b7b9-4e782909a358
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