Strategies for success in geometry for students with a visual-spatial disorder: I got a D- in algebra---now what?

摘要

This qualitative clinical case study explored the impact of three instructional strategies on the mathematical performance of individuals with a visual-spatial learning disorder. Participants were two high school students with a visual-spatial learning disorder, which is also known as a nonverbal learning disorder. Data collected included field notes from three hundred hours of individual instruction with the students, test scores from their geometry classes, and interviews with the students, their parents, and teachers. Data were analyzed and categorized for emerging patterns. Contrary to expectations from some prior research, results indicated that the two students were successful in high school geometry in spite of their learning disorder, and that the participants generally viewed each of the three instructional strategies as effective.