THE POWER OF THE PYTHAGOREAN THEOREM

A production of:

The Autonomous University of San Luis Potosí, through

the Faculty of Communication Sciences, in collaboration with

the Inclusive Interactive Museum of Transmedia Audiovisual Production,

and the Institute for the Blind and Visually Impaired Ezequiel Hernández
Romo

Created by:

María Fernanda Martínez Durán

David Israel Herrera Pérez
Daniel Israel Villa Valdés
Rene Morales Reta
Sergio Enrique Capistran Toledo

Consultancy:

Raquel Espinosa Castañeda

November 2021

San Luis Potosi, S.L.P., Mexico

EXECUTIVE SUMMARY

The following project consists of creating a transmedia support material focused on the
area of mathematics, to facilitate teaching for children of the Institute for the Blind and
Visually Impaired "Ezequiel Hernández Romo".

As an audiovisual product, a project called "THE POWER OF THE PITAGORAS THEOREM"

was created, consisting of a story, a podcast and the creation of a song.

With the support of students of the Bachelor's Degree in Educational Mathematics, it

was possible to make a connection between the audiovisual and the mathematical,

giving way to a new educational tool, which can facilitate the work of teaching the

"Pythagorean Theorem" to infants in a fun and entertaining way.

INTRODUCTION

Having the profession of teaching is to choose a challenging path, as this role is of

utmost relevance in a society. Teaching young people takes a role of renewing

generation after generation and finding different teaching resources that are more

adaptable to the group of students that can be found. The educational needs of blind

and/or visually impaired infant learners have made the challenge more complicated, as

traditional teaching methods cannot be resorted to, and enjoyable ways of imparting

complex subjects to young learners are sought.

In the case of mathematics, the topics can be a bit confusing for some children, and even

the interest could be lost completely, that's why using as tools; stories, music, etc

(auditory material), becomes the perfect right hand of a teacher, since not only you can

teach the mathematical subject, but it stimulates their imagination and the retention of

information is more effective.

Expanding knowledge about ways of learning for both the student and the teacher is one

of the benefits that can be obtained with the use of transmedia storytelling and

Information and Communication Technologies (ICT).

BACKGROUND

Blindness is a condition that affects people and occurs in total and partial form, can be
acquired by damage to any eye area, symptoms of age, degenerative diseases or suffer
from birth by genetic defects, etc..

Education for people with disabilities is a challenge for some teachers, so years have
passed to improve the teaching system for people who have a condition, in this case
blind people.

"In the 20th century, education for blind people began in different parts of the world
with an approach aimed at guaranteeing their quality of life and a better future with
equal rights, possibilities and opportunities, in accordance with their characteristics and
particularities of development. Attention to these groups has resulted in educational
models that started with special education schools and then moved on to integration
schools and, finally, inclusive schools" Aquino Zúñiga, S., García Martínez, V. & Izquierdo,
J. (2012).

Based on this, teachers must maintain a certain profile when working with blind
students, according to the educational platform Actividades Infantil (2012):

● Multisensory stimulation, which allows and encourages the use of all the senses,

especially touch and hearing.

● Verbalize all situations using concrete language.

● It has to make use of alternative means to the usual ones for the fulfilment of the

different curricular objectives,

 ● must pay attention, at all times, to the pace at which the student carries out the

different school tasks,

● must allow for the installation of specific instruments and didactic material in the

classroom,

● must verbalize what he/she writes on the board,

● The reporting has to be reiterated.

Teaching resources support the teaching and transmission of knowledge. According to

Morales (2012) didactic resources correspond to the set of material means that

contribute to the teaching-learning process (as cited in Vargas-Murillo, 2017). They can be

virtual or physical in order to awaken an interest in the students, adapting to the

conditions of the students.

Within these didactic materials, stories can be told from the transmedia narrative, being

those works that are characterized by expanding their narrative through different media

(film, television, comics, books, etc.) and platforms (blogs, forums, wikis, social

networks, etc.), as stated by Henry Jenkins (2003, 2006) quoted in Scolari, C. (2011) so

they open the way for interaction to make the imagination of the student fly at the time

of learning.

PROBLEM

Learning a new topic can be complex and the difficulty increases when you do not have

at hand the necessary materials to explain in detail that specific topic such as the

Pythagorean theorem, so it is necessary to create content that express auditory and

visually correctly the concepts that comprise this topic.

GOALS AND OBJECTIVES

General objective.

To create audiovisual content with which visually impaired children can enjoy and at the

same time understand the Pythagorean theorem.

Goals

- Make a story with few illustrations and audio, because there are several people who

are not fully visually impaired.

- Perform the described audios properly so that illustrations are not necessary.

- Create a song about the Pythagorean theorem, so that the children can understand

this theorem more easily.

- To make a podcast with the subject of the Pythagorean theorem and thus facilitate

understanding through audio.

RESOURCES AND IMPEDIMENTS:

Part of our resources is creativity, as it allows us to effectively develop an interesting

project that attracts the attention of children and adolescents who are going to learn

about the topic presented.

We have the disposition and the necessary equipment to organize a project capable

of transmitting timely information for young people with visual impairment and

blindness.

Our team has the ability to make a strategic, interactive and eye-catching project for

those who will learn about our topic, the Pythagorean Theorem.

Impediments:
 The team has not mastered the subject of teaching, the way in which children and

adolescents can be taught; moreover the current situation due to the pandemic of

COVID-19 becomes an obstacle for the realization of the products to be presented, at

the same time it becomes more difficult to capture the attention of the target

audience.

STRATEGIES AND ACTIONS

● To carry out a pre-production of the products to be made.

● Plan recording, editing and delivery dates.

● Contemplate the time and money of the production and post-production of the

products, with professional quality.

● Receive feedback from the project advisor, and incorporate changes in a timely

manner.

APPENDICES AND TIMELINE:

BUDGET:

Neewer 700 $300.00 MN PER HOUR

microphones.

Behiringer Xenyx 1200 $500.00 MN PER HOUR

USB Console.

Recording studio $500.00 MN PER HOUR

Editing time $350.00 MN PER HOUR

Voiceover $200.00 MN PER PERSON

Transport $150.00 MN PER PERSON

Per diem $150.00 MN PER PERSON

 Food $200.00 MN PER PERSON

TOTAL $2350.00 MN

SCHEDULE:

Week 1 Week 2 Week 3 Week 4 Week 5

TEAM 3 DYTAV
[02 - 08 [9 - 15 [16 - [23 - 29 [30 Nov - 7 Dec] [30 Nov
Nov] Nov]. 22] Nov]. - 7 Dec
[02 - 08
Nov

Work plan

Podcast
Recording

Podcast Edition

Create user manual

Podcast
Delivery

Song pre-production

Song production
Song editing

Story pre-production

Story recording

Story edition

Final delivery embre

BIBLIOGRAPHIC REFERENCES

Aquino Zúñiga, S., García Martínez, V. & Izquierdo, J. (2012). Educational inclusion of blind and low vision in higher
education: A case study. Sinéctica, (39), 01-21. Retrieved October 21, 2021, from http://www.scielo.org.mx/scielo.php?
script=sci_arttext&pid=S1665-109X2012000200007&lng=es&tlng=es.

Vargas Murillo, Gabino. (2017). Didactic educational resources in the teaching-learning process. Cuadernos Hospital de
Clínicas, 58(1), 68-74. Retrieved November 02, 2021, from http://www.scielo.org.bo/scielo.php?
script=sci_arttext&pid=S1652-67762017000100011&lng=es&tlng=es.

Scolari, C. (2011). LOST Transmedia narrative, cross-media strategies and hyper-television. A. Piscitelli, C. A. Scolari and C.
Maguregui (eds.) Lostology. Instrucciones para entrar y salir de la isla, Ed. Cinema, Buenos Aires.