Proceedings of the International Group for the Psychology of Mathematics Education · Volume 1
Valentina Bernabè
Università degli studi di Ferrara
⬇ Download PDFThis research report examines instrument-mediated activity in linear algebra learning in a non-visual context. Using the instrumental approach, we analyse a task-based interview with a student with visual impairment solving matrix-related tasks. The analysis focuses on processes of instrumentation and instrumentalisation in accessing mathematical structure through sequential representations. Results show how digital artefacts are transformed into cognitive instruments supporting control and coherence of mathematical meaning. The study suggests that non-visual contexts pose explicit challenges for linear algebra that are often implicit in visually mediated learning.
Visual impairmentinstrumental genesisinstrumentationinstrumentalisationlinear algebra