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Visualizing Math: Considerations for children with CVI

Consider mathematics as a visual learning skill, and the implications of cortical/cerebral visual impairment on math skill development

A presentation of the CVI Now Math and CVI Study group

Join Matt Tietjen for a discussion of Mathematics as a visual learning skill, and the implications of cortical/cerebral visual impairment on math skill development. Drawing on the work of Stanislas Dehaene (The Number Sense– How the Mind Creates Mathematics), Tietjen suggests promising practices for teaching mathematical concepts to our students with CVI, from understanding numeracy to approaching complex equations and word problems.

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Transcript – Visualizing Math.doc

Meet the Presenters

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Matt Tietjen, M.Ed., CTVI
Matt Tietjen is an education consultant and teacher of students with visual impairments. Matt earned his undergraduate degree at Cornell University. He became certified in special education certification at Southern Connecticut State University. He received his certification in teaching students with visual impairments from UMASS Boston, where he also earned his Master’s in Education. Matt specializes in working with children who have cortical/cerebral visual impairment (CVI). He developed the What’s the Complexity Framework (APH Press) out of his conviction that children with CVI deserve a visually accessible school day. Matt is passionate about teaching families and educators about CVI and partnering with them to create person-centered educational programs. Matt’s What’s the Complexity Framework appears as Chapter 4 in “Cortical Visual Impairment: Advanced Principles,” edited by Christine Roman-Lantzy. Matt presents internationally on CVI and teaches CVI graduate courses through UMASS Boston, Perkins School for the Blind, and Fitchburg State University. Matt, along with two co-authors, is currently writing a book on academic accommodations for students with CVI (Perkins Publications).
Level:
Introductory
Length:
Approximately one hour
Credits:
2 Continuing Education
2 Professional Development
2 ACVREP
2 CTLE

Consider mathematics as a visual learning skill, and the implications of cortical/cerebral visual impairment on math skill development