Multimodality and mathematical meaning-making: Blind students' interactions with Symmetry by Lulu Healy & Solange Fernandes (2013)

Summary

The authors explore how blind students cultivate their mathematical understanding of symmetry and reflection, emphasizing the significance of multimodal and embodied interactions. They assert that mathematical cognition is fundamentally grounded in physical experiences, which goes beyond mere mental or visual processes. By incorporating insights from philosophy, neuroscience, and mathematics education, the study aligns with contemporary discourse on embodied cognition, such as Barsalou, Gallasee, Lakoff, Damasio, and Merleau-Ponty’s phenomenology.

Central to their argument is the connection between perception and conception, which relies on common neural mechanisms that influence behaviour and cognitive functions. The research is illustrated through two task-based case studies: Lucas, who has been blind since the age of two and primarily engages in tactile and bodily exploration to grasp spatial relationships without relying on visual analogies, and Edson, who lost his sight at fifteen and utilizes his visual memories to enhance his understanding of symmetry and congruence.

The findings reveal that blind students embark on unique developmental paths, distinct from those of their sighted peers, employing an array of multimodal resources, including tactile, kinesthetic, auditory, and memory-based inputs. Ultimately, the study concludes that the body is not an obstacle to mathematical learning but rather an essential asset for mathematical cognition, empowering blind learners to develop significant mathematical understanding.

Stop 1

Quote: “In our studies with students with disabilities, we seek parameters through which we ourselves might learn to see and hear mathematical practices even when they do not sound or look exactly as we have come to expect”

Explanation: I have often wondered how students with special needs learn, particularly because I have not had the privilege of teaching in that category during my years in Nigeria. This curiosity ultimately led me to enroll in the EPSE 511 course last year. My thoughts have always been a mixture of admiration and uncertainty, as I frequently asked myself how these students make sense of what is being taught to them.

A memorable experience that stayed with me occurred during a Christmas carol service at my church. A group of individuals with disabilities came to sing and perform various activities. Despite their challenges, they were remarkably connected and performed exceptionally well, even outshining those who were sighted. I found myself wondering if they possessed a special intuitive gift that allowed them to navigate life in ways I could not fully comprehend. Most recently, I saw a lighthearted video on Facebook of a bride who was blindfolded and tasked with identifying her husband. Despite several men being used for the test, she skillfully felt them with her hands and successfully recognized her own partner.

Reflecting on these moments, I now realize that what I once interpreted as “extra intuition” was actually an indication that their ways of perceiving, expressing, and coordinating were simply different from my own. A phrase I encountered recently encapsulated this thought: the true challenge lies not in the students' understanding or capabilities, but in our limited expectations of what learning should encompass.

This perspective has taught me that when students express themselves differently, whether through gestures, rhythm, movement, or alternative forms of communication—it is all too easy for teachers to misinterpret their abilities. This insight compels me to acknowledge that students with disabilities are not lacking; instead, we must cultivate new “parameters” and develop fresh ways of seeing and hearing. By doing so, we can recognize their mathematical thinking and comprehension, even when it does not align with traditional forms. Just like the children who sang beautifully at church, their abilities were always present; it was my perception that needed to expand.

Stop 2

Quote: “On the one hand are the teachers, who might ask themselves how they can learn to use their eyes and their ears, trained as they are to recognize the so called “normal”, to see and to hear the diversity that composes their classes. On the other hand we have the students, who, wishing to achieve that which is expected by their teachers, their families and by society at large might enquire of themselves “how can we learn to see and to hear that which we are supposed to be perceiving?” page 37

Explanation: This quote resonates with what goes on in the teaching and learning settings, were cultural expectations and large class sizes shape classrooms. It emphasizes the need for teachers to recognize the diverse ways students learn, moving away from the traditional focus on quiet, compliant learners.

In Nigerian schools, success is often defined by standardized exams and visible discipline. As a teacher, I was trained to categorize students as “attentive,” “serious,” or “weak,” but this limited perspective overlooked many students' true potential. Some of my most insightful students were those who didn't fit the traditional mould, finding unique ways to express their ideas through gestures, local languages, or storytelling.

At the same time, students feel pressured to act in ways they believe teachers want, such as sitting quietly and following instructions. This leads many to hide their real thoughts for fear of judgment, causing them to abandon their creativity in favour of what they think is expected.

This misalignment creates a classroom dynamic where genuine learning is stifled. The quote calls for a shift in teaching, encouraging teachers to recognize diverse perspectives and for students to feel safe sharing their authentic voices.

My experience in Nigeria taught me that when teachers truly listen, they can discover brilliance in unexpected places. When students feel seen and valued, they move beyond mere performance and engage in meaningful learning.

 Question

“What specific instructional strategies can we implement to integrate multimodal approaches in our mathematics teaching, enabling all students to express their understanding in diverse ways?