JASMINE'S MATH MANIPULATIVE ORGANIZER

Key Concepts

Understanding Dysgraphia and Assistive Technology

Dysgraphia is a learning disability that affects fine motor skills related to writing and small-scale organization. When designing for individuals with dysgraphia, key considerations include:

1. Reducing fine motor demands: Creating solutions that minimize the need for precise finger movements
2. Organization assistance: Providing structured ways to keep materials organized
3. Accessibility: Ensuring controls are easy to activate without requiring complex movements
4. Visual clarity: Using visual cues to help identify different categories or options

Servo Control and Programming Concepts

The Smart Servo platform offers several programming possibilities:

1. Position control: Setting specific angles for different functions
2. Input methods: Using buttons or switches to trigger movements
3. State management: Tracking the current position to determine the next position
4. Visual feedback: Using the Neopixel LED to provide visual information about the current state

Activity: "Design Requirements Analysis"

1. Client Needs Breakdown:
   • Work in teams to create a detailed list of Jasmine's specific needs
   • Categorize needs as "must have" and "nice to have"
   • Develop measurable criteria for success (e.g., "Can present at least 3 different types of manipulatives")
2. Solution Sketching:
   • Have students create rough sketches of potential designs
   • Annotate sketches with notes about servo placement, input controls, and manipulative storage
   • Share designs with class and gather feedback

Extension Activity: "Prototype Development"

1. Mechanical Design:
   • Create a stable base for the servo using 10mm framing pieces
   • Design compartments for different math manipulatives using recycled materials or 3D printed parts
   • Use LocLine flexible connectors to create adjustable presentation platforms
2. Programming Enhancement:
   • Modify code to include visual feedback using Neopixel LED
   • Program different LED colors to correspond with different manipulative positions
   • Add timing features to automatically reset to starting position after use
3. User Interface Optimization:
   • Test different button placements for optimal accessibility
   • Create clear labels and visual indicators for each manipulative type
   • Consider adding a reset function or emergency stop

# Enhanced Manipulative Presenter with Visual Feedback
import time
import board
from digitalio import DigitalInOut, Direction, Pull
import pwmio
import servo
import neopixel

# Set up button
button = DigitalInOut(board.D2)
button.direction = Direction.INPUT
button.pull = Pull.UP

# Set up servo
pwm = pwmio.PWMOut(board.A2, duty_cycle=2 ** 15, frequency=50)
my_servo = servo.Servo(pwm)

# Set up NeoPixel LED
pixel = neopixel.NeoPixel(board.NEOPIXEL, 1)

# Initialize position state
position = 0
# Color codes for different positions
colors = [(255, 0, 0),    # Red for position 1
          (0, 255, 0),    # Green for position 2
          (0, 0, 255)]    # Blue for position 3

# Servo angles for different positions
angles = [0, 90, 180]

# Main loop
while True:
    if button.value == 0:  # Button is pressed
        # Move to next position
        position = (position + 1) % 3
        
        # Update servo and LED
        my_servo.angle = angles[position]
        pixel[0] = colors[position]
        
        # Debounce delay
        time.sleep(0.5)

Assessment Criteria

Students will evaluate their solutions based on:

1. Functionality: Does the device reliably organize and present different math manipulatives?
2. Accessibility: Is the device easy to use for someone with dysgraphia?
3. Stability: Is the device stable and durable enough for daily classroom use?
4. Programming: Does the code efficiently control the servo and provide appropriate feedback?
5. Design Process: Did the team follow human-centered design principles throughout the project?

User Testing Simulation

1. Peer Testing:
   • Have teams swap prototypes for testing
   • Students simulate dysgraphia constraints (wearing gloves) while testing
   • Document strengths and areas for improvement
2. Reflection and Iteration:
   • Teams discuss feedback and identify key improvements
   • Make at least one significant improvement to their design
   • Document the iteration process and reasoning

Assessment Rubric