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

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.