Learning maths with a tangible user interface: Lessons learned through participatory design with children with visual impairments and their educators

Through a set of participatory design (PD) sessions with children with visual impairments and their educators, we understood current practices in maths teaching, and designed a novel system to support learning for this particular educational context. Sixteen children were engaged in 19 PD sessions to develop tangibles and auditory stimuli to represent numbers, and to explore activities to use through a tangible user interface. We describe the...