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dc.contributor.supervisorGraham, Edward
dc.contributor.authorNagubandi, Sridhar
dc.contributor.otherSchool of Engineering, Computing and Mathematicsen_US
dc.date.accessioned2018-07-06T10:26:24Z
dc.date.issued2018
dc.date.issued2018
dc.identifier10326179en_US
dc.identifier.urihttp://hdl.handle.net/10026.1/11810
dc.descriptionEdited version embargoed until 06.07.2019 Full version: Access restricted permanently due to 3rd party copyright restrictions. Restriction set on 06.07.2018 by SE, Doctoral College
dc.description.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.

en_US
dc.language.isoen
dc.publisherUniversity of Plymouth
dc.rightsAttribution-NonCommercial 3.0 United States*
dc.rights.urihttp://creativecommons.org/licenses/by-nc/3.0/us/*
dc.subjectVisual-spatial
dc.subjectVisuospatial
dc.subjectVisual spatial deficits
dc.subjectIntervention
dc.subjectMathematics learning disabilities, MLDen_US
dc.subject.classificationPhDen_US
dc.titleAN INVESTIGATION INTO THE IMPACT OF VISUAL-SPATIAL DIFFICULTIES ON LEARNING GEOMETRYen_US
dc.typeThesis
plymouth.versionnon-publishableen_US
dc.identifier.doihttp://dx.doi.org/10.24382/1236
dc.type.qualificationDoctorateen_US
rioxxterms.versionNA
plymouth.orcid.idhttps://orcid.org/0000-0003-4946-1492en_US


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