Visualizations and pictures for the visually impaired and its connection to STEM education

Figures & data

Figure 1. Showing the rise and fall depending on colour.

Table 1. Amounts of mentioned terms and examples, translated from German by the authors.

Term	Amount	Examples
Tactile, Haptic	10	‘ Modelling at the beginning creates a transfer from the software to something ‘tangible’, ‘Objects introduce a haptic level’
Technology, Computer Science	10	‘Pupils have the opportunity to create a model themselves on the PC. They learn different programmes’, ‘Promotes digital literacy/modelling skills’.
Motivation	14	‘3D modelling and 3D printing could have a positive effect on student motivation’, ‘This can increase the motivation of pupils (as they are creating a real object)’
Problem Solving	14	‘To solve problems and solve maths problems. To show/demonstrate the connection of Maths to the pupils’ environment’, ‘It promotes problem-solving skills (right from the design and realisation of the object)’
Visualization and Representation	18	‘Producing illustrative material yourself helps with imagining’, ‘For example, you can represent different volumes of prisms, illustrate Pythagoras’ theorem or create a visualisation aid for calculating with fractions’

Figure 2. Workflow of the relief generator.

Figure 3. An old couple in grayscales preserved by the ‘Bundesarchiv’ Germany turned into a relief for 3DP.

Figure 4. A picture of Pieter Brueghel and a small detail of the picture print out.