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Supporting Pre-Algebra Students with Visual Impairments to Increase Their Proficiency Obtaining Information from Graphics L. Penny Rosenblum, Ph.D. The University of Arizona

Image Slide 1 – Student reading Venn diagramSlide 2 - In 2012 We Began the AnimalWatch Vi Suite ProjectProject Goals:• Develop an app plus resources to increase pre-algebra students’ math

competence• Make math content, images, and graphics accessible for print and

braille users• Include appropriate hints and instructional scaffolding• Evaluate impact• Disseminate

Funded by the Institute of Education Sciences (R324A120006) 2012 – 2016

Image Slide 2 - Animal Watch Vi frog logo with magnifying glass.

Rosenblum October 12, 2018 1

This slide has a 4 minute video of the AnimalWatch Vi Suite project Slide 4 - Design of AnimalWatch Vi Suite• 24 math units with 6 problems each, 2 of which require the student to

access information in a graphic• Example units:

• Operations with positive and negative integers• Add and subtract like and unlike fractions • Distance, speed, and time• Ratios & proportional reasoning • Unit conversion

• Emphasis on word problem solving• Integration of math and science

Slide 5 - App and Materials are Available for Free!This slide has an image of the AnimalWatch Vi Suite flyer. The app is available from the App Store by searching on American Printing House for the Blind.Slide 6 - AWViS Raised Questions for the Research Team• Data collected showed that students were less likely to answer a

problem correctly on the first try when the problem used a graphic. Why?

• Teachers were more likely to give students assistance with problems that had graphics than problems that did not. Why?

Image Slide 6 - Student using fingers to examine circle graph


AWViS Raised Questions for the Research Team• What strategies do students who are efficient use with graphics?• How can we support less efficient students in learning efficient

strategies to gather information from graphics?

Image Slide 7 - Student using fingers to examine bar graphSlide 8 - Our Current Project AnimalWatch Vi: Building Graphics Literacywww.awvibgl.org

Image Slide 8 - Student using fingers to locate a point on coordinate graph. Slide 9 - Overriding Questions• How can we support students at the pre-algebra level in building their

efficiency and accuracy in gathering information from material presented as a graphic?

• What strategies and techniques can TSVIs use to increase their students’ accuracy and efficiency in getting information from graphics?


http://www.awvibgl.org/

Findings of a Focus Group Study with 11 Teachers of Students with Visual Impairments (TSVIs)• Teach students to be systematic.• Ensure students have access to the graphics.• Simplify the graphics for easier readability.• Promote students’ access through the senses.• Build students’ interpretation skills.• Have students create their own graphics.• Model efficient strategies for students to use when using graphics to

complete tasks (e.g., answering word problems).Slide 11 - We Determined TSVIs Would Benefit from a Systematic CurriculumStrategies to teach use of:• Bar graphs• Line graphs• Circle graphs• Venn diagrams• Maps• Box plots• Coordinate planes• Data Tables• Maps

Image Slide 11 – Student looking at print copy of Venn diagram while teacher looks in the curriculum at the diagram and text.


TSVIs Shared at the End of Our Spring 2018 Feasibility Study• As the student moved through the unit it was apparent he had gained

confidence and had a better understanding of what was expected of him. (1:1, Tasmanian Devil)

• [The] student was engaged and enjoyed the unit. He did gain better understanding of how to work with and interpret data on coordinate planes. Sometimes during the unit we would need to review vocabulary to help with understanding the question. It was enjoyable and interesting to watch him engaged and trying to solve each problem and question. He asked good questions while evaluating what was being asked of him to do. (1:1, Dinosaur Ant)

Slide 13 - TSVIs Shared at the End of Our Spring 2018 Feasibility Study• I like the level of independence this app provides students with visual

impairment with the audio access. • This is an excellent curriculum supporting VI students with higher order

thinking skills while it develops important graph skills and graph concepts. The app is beautifully developed for low vision students too. I like how simple, yet well contrasted to find the details.

• This is a wonderful curriculum, because it enables students to develop math and science skills together.


We Have Developed 10 Instructional UnitsEach unit:

• Is based on an endangered or invasive species • Focuses on a type of graph or map• Is delivered through an accessible iPad app• Contains a “Warm Up” to teach graphic literacy skills• Contains 2 problem sets for students to apply skills learned• Contains open ended questions to assess higher order thinking

Image Slide 14 – Student looking at bar graph in print with iPad in front of him. The bar graph and multiple choice question are visible on the iPad. Slide 15 - Graphs and Maps• Available in the app & in hard copy (braille or print)• Designed and produced by the Media and Accessibility Design (MAD)

Lab at the LightHouse • Primary consultants:

• Ms. Sara Larkin• Ms. Susan Osterhaus• Dr. Kim Zebehazy

Image Slide 15 – Student uses app’s built in Zoom to enlarge an image of a man on his stomach in grass.


Unit Structure• Meet the Animal• Getting Started (Graphic 1) – Open ended • Warm-Up (Graphics 1 & 2) - Introduction/Review• Select Difficulty – Self rating• Application Set A (Graphic 3) and Application Set B (Graphic 4)

• 4 Multiple-choice questions: locate information• 1 Math question• 1 Prediction question – Open ended

• Check in – Self rating• What I Learned – Open ended

Image Slide 16 – Student viewing app while examining Venn diagram.


The First Sheet In a Unit is Used to Assess Beginning Knowledge

Image Slide 17 - An image of Sheet TD1 is shown. The bar graph is titled “Weights of Four Marsupials in Pounds.” The x-axis is labeled marsupial species. The y-axis is labeled weight Of adult males in pounds. The possum weighs 10 pounds, the koala weights 25 pounds, the Tasmanian devil weighs 25 pounds and the kangaroo weighs 200 pounds.

Slide 18 - Getting Started Describe this graph and tell what each part is.“The graphic is being shown is the weight of four marsupials in pounds. The x-axis is the marsupials, species for possum, koala, Tasmanian Devil, and kangaroo. On the y-axis there is weight of adult male in pounds which is from 0 to 200.” (male, grade 7, braille)“This is a bar graph and the highest one is kangaroos and the lowest is possums.” (male, grade 8, print)Slide 19 – Getting StartedWhat is one thing you know about the Tasmanian Devil from this bar graph?“It’s the same weight as Koala, lighter than a kangaroo, heavier than a possum.” (female, grade 6, print)“From this graph I know that male adult Tasmanian Devils weigh about 25 pounds.” (female, grade 7, braille)


“The Tasmanian Devil I know it turns red when it gets mad and shows its teeth and makes angry sounds. (Teacher: “What do you know about in the graphic?”) The graphic I know it is not that big, it’s only about almost 50 pounds.” (male, grade 7, braille)Slide 20 - Students and Teachers Need Proper Vocabulary: Line Graph Unit• Data points: Data points are specific measurements of observations.

They are plotted on the line graph. • Estimate: To estimate means to find the approximate value of

something. For example, on a line graph, a data point may fall between two values labeled on the y-axis and the reader will need to estimate the value of the data point.

• Gridlines: Gridlines are faint horizontal or vertical lines that help readers keep their place when moving up, down, left or right on the line graph.

• Key: The key differentiates the categories on the line graph through color, texture, or abbreviations. Another term for “key” is “legend.”

• Range of Values: The range of values is the lowest to the highest values shown on the line graph.

• Scale: The scale is the distance between units shown on the line graph.

• X-axis: The x-axis or horizontal axis is the horizontal line on the bottom of the line graph.

• Y-axis: The y-axis or vertical axis is the vertical line on the left side of the line graph.

Slide 21 - Example Questions that Teach the Student Concepts: Line Graphs• The x-axis or horizontal axis is at the bottom of the line graph. The x-

axis shows scales that may or may not be numeric values. On sheet CT1 what is the range of the values on the x-axis?

• Some line graphs have a key to tell you what each line on the line graph stands for or represents. On sheet CT2 the key is at the top of the line graph. In braille, a transcriber’s note symbol is used to open and close the key. On sheet CT2 the key includes:

• On sheet CT2 use the key to find the line for grass and shrubbery. Next find night 4 on the x-axis. Go up until you find the data point on the grass and shrubbery line. Notice the data point is on a gridline. Follow the gridline until you reach the y-axis. For cane toads traveling on grass and shrubbery, how many meters did they travel by the end of night 4?

Slide 22 - Open Ended Questions That Promote Interpretation SkillsIn 2007, there were the same number of cane toads and crocodiles in the park. Based on the graph data, would you expect this to happen again? Record your answer.


Image Slide 22 – Double line graph. The title is Numbers of Cane Toads and Freshwater Crocodiles in a National Park. There is a line for freshwater crocodiles and one for cane toads. The y-axis label is labeled Estimated Number and the x-axis is labeled Year. Values on the y-axis go from 0 to 125. Years on the x-axis are 2003, 2005, 2007, and 2009. Slide 23 - Example Student Responses• Accurate and detailed: No, because as the cane toad population

increases, the fresh water crocodile population decreases, so they would not meet again. (male, grade 5, braille)

• Accurate and less detailed: No, I don’t think it would happen again because once it started it can’t stop the trend. (female, grade 11, braille)

• Incorrect: Yes, I do, expect this to happen again. (male, grade 7, print)

Slide 24 - Dinosaur Ant: Coordinate Planes 1A coordinate plane is formed when 2 number lines intersect at right angles. Another term for a coordinate plane is a Cartesian graph. You might also hear the term coordinate graph. Look at sheet DA1. In what corner do the two number lines intersect? A = top leftB = bottom leftC = top right


Image Slide 24 – A coordinate plane is shown (Q1 only). The title of the graph is Key Locations. Both the x-axis and y-axis have values of 0 to 10. The key shows symbols for the nest, host tree, and ocean. On the graph there are 4 nest symbols and 5 host tree symbols. The ocean is along the x-axis from 0-1. Slide 25 - Warm Up 1 (7th grade braille reader)This slide has a video of a student completing Warm Up 1.

Slide 26 - Warm Up 10 (7th grade braille reader)On sheet DA2 follow the y-axis to the top and you’ll find the word “north”. Follow the x-axis to the right and you’ll find the word “east”. These cardinal directions help when describing how many units to move in different directions. On sheet DA2 find the nest at (7, 9). Then move 2 units west, 2 units south, and 4 units east. Which coordinate pair represents where you are at?A = (7, 9)B = (8, 9)C = (9, 7)


Image Slide 26 – A coordinate plane (Q1 only) with a title of Nest Near a Host Tree is shown. The scale reads “Each unit represents 10 feet.” They key has a solid line for route of Ant A, a dashed line for Route of Ant B, a symbol for the nest, and a symbol for the host tree. The values on the x-axis are 0-12 and the values on the y-axis are 0-10. Two nests and a host tree are shown on the coordinate graph. Slide 27 - Warm Up 10 (7th Grade Braille Reader)This slide has a video of a student completing Warm Up 10.Slide 28 - Platypus, Set B Problems, Venn DiagramRight now, the Venn diagram shows that species that lay eggs are most likely to be picked by the class. If 6 more venomous species are added to the Venn diagram, how will the Venn diagram change? Record your Answer.


Image Slide 28 – A Venn diagram is shown with 4 overlapping circles. One is labeled can fly, one lays eggs, one lives in water, and the other venomous. Animals are written in different parts of the Venn diagram. Four animals are abbreviated and their abbreviations are in the key at the top of the page. Slide 29 - Open Ended Question (Video)This slide has a video of the student answering the open ended question.

Slide 30 - Check In


Image Slide 30 – App screen for Check In with text and three choices on the left and a pictures of a platypus underwater on the right.

Slide 31 - From Our Work, We Know…• TSVIs benefit from a step-by-step curriculum.• Students need practice and more practice.• Most students find learning about animals to be of interest.• To determine if students increase their efficiency and accuracy we

designed a pre-post test that focuses on these skills and not math computation.

• Students need practice analyzing data.Slide 32We are excited about the materials we have developed to support graphic literacy for our students and their TSVIs!

Image Slide 31 – Teacher sitting across from student instructing on locate a point in a coordinate graph. Slide 33 – RecruitingRecruiting academic students who want to build their graphic literacy skills and use iPads!

Do you have a blind or low vision student at the 5th-7th grade level who is studying math?

Do you want strategies to help your student in building graphics literacy skills?

Does your student use an iPad for academic purposes and have access to one in spring 2018?

We invite you and your student to be part of a national feasibility study to field test materials. Together you’ll use materials designed to increase student’s skills in locating and interpreting information in graphics (e.g., bar graphs, line graphs, box and whisker plots).


Contact Dr. L. Penny [email protected]


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