[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-580345-105":59,"doc-detail-580345-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","challenges-of-teaching-mathematics-to-students-with-visual-impairment","Challenges of Teaching Mathematics to Students with Visual Impairment","","The study investigates challenges in teaching mathematics to visually impaired students through a case study of selected schools for the blind. Data were collected using questionnaires and interviews, involving 80 respondents: visually impaired students, mathematics teachers, special mathematics teachers, and low-vision/non-visually impaired students. Hypotheses were tested using t-test in SPSS at α=0.05. Findings highlight bursaries, meals, accommodation, extra time, and peer support, while also identifying limits in instructional methods, assessment practices, and materials provided.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":35,"@type":76,"position":81},"https://docshare.wps.com/document/healthcare/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/challenges-of-teaching-mathematics-to-students-with-visual-impairment/580345/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/challenges-of-teaching-mathematics-to-students-with-visual-impairment/580345.png","ImageObject",300,407,{"name":92,"@type":93},"Levi","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-16","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":8},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What was the purpose of the study on mathematics teaching for visually impaired students?","Question",{"text":112,"@type":113},"The study aimed to investigate the challenges of teaching mathematics to visually impaired students in schools for the blind.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How was data collected and analyzed in the study?",{"text":117,"@type":113},"Questionnaires and interviews were used to collect data, and hypotheses were tested using a t-test with an α-level of 0.05 through SPSS.",{"name":119,"@type":110,"acceptedAnswer":120},"What support did the study report visually impaired students receiving, and what limitations were noted?",{"text":121,"@type":113},"The findings reported bursaries, meals and accommodation, extra time during classes and examinations, and friend support, while limitations were noted in instruction, assessment methods, and the instructional materials provided.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},580345,1792112020,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":34,"category_name":35,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":8,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":29,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":144},7971461740909,"https://ap-avatar.wpscdn.com/davatar_155a257f0dc6eb9ab79c44ca47cae57d","Challenges of Teaching Mathematics to Students with Visual Impairment  \nM S Oyebanji & Ubong Sam Idiong*  \nDepartment of Mathematics, Adeyemi College of Education, Ondo, Ondo State, Nigeria  \n*Corresponding author: [idiongus@aceondo.edu.ng](idiongus@aceondo.edu.ng | Phone)[ | Phone](idiongus@aceondo.edu.ng | Phone) Number: +2348138029170  \n\n| ARTICLE HISTORY | ABSTRACT |\n| --- | --- |\n| Received : 28 September 2020 | This study aimed at investigating the challenges of teaching mathematics to visual impaired students in |\n| Revised : 11 March 2021 | school of the blind, a case study of some selected schools for the visually impaired. Questionnaire and |\n| Accepted : 10 April 2021 | interview were used for data collection from the respondents. The hypotheses in the study were tested |\n| KEYWORDS\u003Cbr>Abacus;\u003Cbr>Braille Machine;\u003Cbr>Stylus And Slates; Taylor Frame; | using t-test with α-level of 0.05 through SPSS. The study followed a cross-section survey design and involved 80 respondents 20 for the visually impaired students, 10 for the Mathematics teachers, 10 special mathematics teachers, 40 low vision and non-visually impaired students. The findings revealed the visually impaired students receive bursaries from the government and non-government organization; meal, accommodation, and few scholastic materials from their school; extra time during mathematics classes and examination and friend support. However, constraining limitations in the method of instruction assessment used and the instructional materials provided were noted, on the basis of these findings, recommendation towards the better education of the visually impaired student studying mathematics should be encouraged and employment of special mathematics teachers.\u003Cbr>This is an open access article under the CC–BY-SA license.\u003Cbr>|\n\n1. INTRODUCTION  \nThe world today is powered by technology, fueled by information and driven by knowledge. Knowledge is the currency of modern life, and quality education for all is a necessity and not an option. Humans are gifted with five senses: vision, hearing, touch, taste and smell. As far as educational setting is concerned, most of the curriculum presumes that the student has perfect eyesight as an important feature to take full advantage of educational opportunities. Persons with visual impairment (VI) are found virtually in all societies of the world. There are an estimated 19 million blind children worldwide (WHO, 2012) . Approximately one child goes blind every minute in the world, making a total of 500,000 children who go blind each year in the world. In the US alone, the number of schoolchildren who are blind is estimated to be more than 485,500 (NFB, 2012) . All these students are essentially print-disabled (i.e. , a person who cannot effectively read print because of a visual, physical, perceptual, developmental, cognitive, or learning disability) or progressively would become print-disable. Innovations in the field of educational technology such as“Audio Math” (Sanchez & Flores, 2005), tactile graphics (images those use raised surfaces so that VI individuals can feel them) are opening new avenues for the VI individuals. Though then picture appears to be quite rosy, inaccessibility of learning materials (Sahyun et al., 1998), and increasing focus on visual curriculum, poses paramount challenge to the information revolution. Therefore, it is imperative to understand and appreciate the challenges faced by VI students in academic-  \nsetting and various strategies utilized by them to mitigate the challenges.Every learner should have educational opportunities consistent with his/her abilities NERDC (Nigerian Educational Research and Development Council,1989) . Egbo (2005) noted that despite many well-intentioned educational policies that have been adopted by the Federal Government of Nigeria (FGN), Education in Nigeria has fallen victim to the nation’s chronic, social, and political challenges that tend to reduce institutional effi","cbCaioXrlcPbMyYn","https://ap.wps.com/l/cbCaioXrlcPbMyYn","pdf",989968,"English","# Introduction\n# Methods and Data Collection\n## Participants\n## Instruments and Data Analysis\n# Findings\n## Support and Resources\n## Instructional and Assessment Constraints\n# Recommendations","[{\"question\":\"What was the purpose of the study on mathematics teaching for visually impaired students?\",\"answer\":\"The study aimed to investigate the challenges of teaching mathematics to visually impaired students in schools for the blind.\"},{\"question\":\"How was data collected and analyzed in the study?\",\"answer\":\"Questionnaires and interviews were used to collect data, and hypotheses were tested using a t-test with an α-level of 0.05 through SPSS.\"},{\"question\":\"What support did the study report visually impaired students receiving, and what limitations were noted?\",\"answer\":\"The findings reported bursaries, meals and accommodation, extra time during classes and examinations, and friend support, while limitations were noted in instruction, assessment methods, and the instructional materials provided.\"}]","Challenges of Teaching Mathematics to Students with Visual Impairment | PDF",1792037431,15]