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Utilization of “Byrne’s Euclid” in the Teaching of Geometry to Students with Special Learning Difficulties: A Qualitative Research

Author

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  • Ioannis Rizos
  • Evaggelos Foykas

Abstract

The choice of the appropriate instructional method for teaching Euclidean Geometry to children with Special Learning Difficulties is an important topic. In this paper we study some theoretical issues related to the teaching of geometric concepts to students with Special Learning Difficulties, focusing on the teaching material. We present the design, implementation and results of a qualitative research conducted with six 9th grade students in a Special Vocational High School in Greece, on the use of the website “Byrne’s Euclid” in the teaching of propositions of Euclidean Geometry. The research showed that the children understood the key points of the proof of the proposition we presented and they assimilated basic geometric concepts and processes using colors and figures. The paper concludes with a discussion upon suggestions, perspectives and limitations for teaching that utilizes Byrne’s Euclid.

Suggested Citation

  • Ioannis Rizos & Evaggelos Foykas, 2023. "Utilization of “Byrne’s Euclid” in the Teaching of Geometry to Students with Special Learning Difficulties: A Qualitative Research," European Journal of Education and Pedagogy, European Open Science, vol. 4(2), pages 139-148, March.
    • Handle: RePEc:epw:ejedu0:v:4:y:2023:i:2:id:30623
    DOI: 10.24018/ejedu.2023.4.2.623
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    References listed on IDEAS

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    1. Panagiota Chatzivasileiou & Athanasios Drigas, 2022. "ICTs for the Cognitive and Metacognitive abilities of the students with Specific Learning Disorder in Mathematics," Technium Social Sciences Journal, Technium Science, vol. 31(1), pages 256-279, May.
    2. Panagiota Chatzivasileiou & Athanasios Drigas, 2022. "ICTs for the Development of the Cognitive and Metacognitive abilities of the students with Specific Learning Disorder in Mathematics," Technium Social Sciences Journal, Technium Science, vol. 31(1), pages 131-152, May.
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    Cited by:

    1. Evaggelos Foykas, 2024. "How Can the Inclusive School Leader Promote a Democratic Society? The Case of Greek Schools," European Journal of Education and Pedagogy, European Open Science, vol. 5(3), pages 82-89, May.
    2. Evaggelos Foykas, 2024. "Children’s Voice as a Parameter of Ryan’s Model for Promoting Inclusive Education: The Case of Greece," European Journal of Education and Pedagogy, European Open Science, vol. 5(3), pages 1-7, May.

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