Problem solving of student with visual impairment related to mathematical literacy problem

• Published in: Journal of physics. Conference series Vol. 1008; no. 1; pp. 12068 - 12077
• Main Authors: Pratama, A R, Saputro, D R S, Riyadi
• Format: Journal Article
• Language: English
• Published: Bristol IOP Publishing 01.04.2018
• Subjects: Blindness; Hearing; Impairment; Learning; Literacy; Mathematical analysis; Physics; Problem solving; Students; Visual impairment
• DOI: 10.1088/1742-6596/1008/1/012068
• ISSN: 1742-6588; 1742-6596

The student with visual impairment, total blind category depends on the sense of touch and hearing in obtaining information. In fact, the two senses can receive information less than 20%. Thus, students with visual impairment of the total blind categories in the learning process must have difficulty, including learning mathematics. This study aims to describe the problem-solving process of the student with visual impairment, total blind category on mathematical literacy issues based on Polya phase. This research using test method similar problems mathematical literacy in PISA and in-depth interviews. The subject of this study was a student with visual impairment, total blind category. Based on the result of the research, problem-solving related to mathematical literacy based on Polya phase is quite good. In the phase of understanding the problem, the student read about twice by brushing the text and assisted with information through hearing three times. The student with visual impairment in problem-solving based on the Polya phase, devising a plan by summoning knowledge and experience gained previously. At the phase of carrying out the plan, students with visual impairment implement the plan in accordance with pre-made. In the looking back phase, students with visual impairment need to check the answers three times but have not been able to find a way.