Multisensory Mathematics

Multisensory mathematics allows students, of all ages and grade-levels, the chance to explore mathematics using real 3D things and/or objects with shape, texture, smell, taste, etc. “Playing” with math rather than using more traditional approaches gives students opportunities to understand what they are learning in new contexts and understand the relevance. By exploring a question and finding the solution on their own, children are able to understand something differently. This type of learning can be extremely necessary for students with various needs as they can not rely on using their vision or hearing in the same capacity as children who are typically-abled. As stated by Susan Gerofsky (2024), “innovations supporting learning for students with sensory impairments will support learning for all.” 

Summary of Tactile Construction of Mathematical Meaning: Benefits for Visually Impaired and Sighted Pupils

Stylianidou (2019) suggests that “tactile perception can be of high relevance to the mathematical learning of sighted pupils too” (p. 343). This study examined mathematical learning of both visually impaired and sighted pupils when learning mathematics through touch. Participating students were given tactile shapes and were asked to describe the two shapes. Afterwards, students demonstrated a more practical way of thinking about shapes. It was concluded that this study provided sufficient evidence in favour of tactile learning for all students. 

While reading this article, I was intrigued by the following quote, 

“Luke makes different meanings of the circle and of shape X through touch. He feels that the circle is going to roll more - while Shape X is not; it is instead going to “bob up and down. [...] We note that Luke’s description of Shape X does not come from an actual practical implementation of the rolling of the shape but from imagining the shape doing so” (Stylianidou, 2019).  

This example illustrates the importance of allowing students to explore the shapes rather than being provided with a “textbook definition”. Luke has demonstrated his understanding of the practical implication of circles, to roll. This reminds me to reflect on my own practice, by allowing students to explore and think about mathematics in their own ways rather than providing them with the information. Thus, helping them make their own connections to the content. 

My second stop while reading this article was when I came across the following quote. “We see the invitation of the entire class to experience mathematics through the same sensory tool as a way to challenge ableism in the mathematics classroom and also as a way to create more inclusive mathematics classrooms” (Stylianidou, 2019). I believe that what works for one student works for another. Every student learns differently. It is so important that we provide numerous opportunities for students to understand a concept. By giving all students more tools to help them make connections to a concept, educators are allowing students to deepen their understanding and help them to see mathematics in more ways rather than as just numerical questions on paper.

Exploration of Mathematical Task

When watching the video of the hexaflexagons I was able to see the pattern of what was happening, however I did not find it clear as to how that happened. After creating my own and experimenting with the physical object, I was able to see how the paper created a circle and was spinning to result with different sides on the top. As I played with the shape I was able to better understand this. I found that “playing” with the object helped me to gain a deeper understanding of the “why”.

This left me thinking about my own students. When provided with 2D printed images, students are not able to experiment with the object to gain that deeper understanding of what is taking place. Rather, it provides only a visual to help them understand the result but is missing that deeper understanding and connection to how the changes happen. 

As I explored the concepts presented this week. I was reminded of a task I had done with my students earlier in the year with relation to equality. Using a set of weighted numbers, I had students explore various combinations of numbers that weighed the same in both hands. Students quickly made the connection that if they put 5 in one and the 2 and 3 in their other hand these numbers had the same weight. When I then provided students with the number sentence of 2+3=5, students had a different understanding of what this meant. By allowing students to physically explore concepts using different senses, they are able to gain a much deeper understanding of mathematical concepts that resonated more deeply with them. 

After immersing myself in this week’s course content, I am left wondering: 

• How can we embed multisensory learning into all strands of the mathematics curriculum  i.e. number sense, geometry, etc. to enhance students' understanding? 

• How can texture, smell and taste be used to effectively help all students better understand mathematics concepts through exploration?

References

Stylianidou, E. (2019). Tactile construction of mathematical meaning: Benefits for visually

impaired and sighted pupils. https://drive.google.com/file/d/1xWUVM2RgFRz6zpkWCeaH2kR6MsHan_Fn/view