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In developing contexts, limited knowledge and low usage restrict engagement in mathematical activities. This case study examined five visually impaired student-teachers and assessed their knowledge and use of basic assistive technology tools for converting, conveying, and interpreting mathematics equations, supporting inclusive teaching and learning.",{"@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":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/visually-impaired-student-teachers-knowledge-and-use-of-basic-assistive-technology-tools-for-mathematics/591093/",{"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/visually-impaired-student-teachers-knowledge-and-use-of-basic-assistive-technology-tools-for-mathematics/591093.png","ImageObject",300,407,{"name":92,"@type":93},"McQueen","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-29","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":19},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What was the main purpose of the study?","Question",{"text":112,"@type":113},"To expose student-teachers with visual impairments to basic assistive technology tools and evaluate how their knowledge and use support mathematics teaching and learning.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How was the study designed and what data were collected?",{"text":117,"@type":113},"The study used a case study design with five student-teachers, collecting data through a semi-structured interview guide covering administration, STEM, mathematics instruction, polynomials, and assessment.",{"name":119,"@type":110,"acceptedAnswer":120},"What did the findings indicate about student-teachers’ knowledge and use of assistive technology tools?",{"text":121,"@type":113},"The student-teachers had little knowledge and use of basic assistive technology tools, yet they were still motivated to learn and apply them for mathematics teaching and learning.","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},591093,1792750667,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":19,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145,"preview_page_count":4},5909890329169,"https://ap-avatar.wpscdn.com/davatar_9964176cb1d06d4a9deccf72a44ae3dc","African Educational Research Journal Vol. 9(4), pp. 945-955, December 2021  \nDOI: 10.30918/AERJ.94.21.151 ISSN: 2354-2160  \nFull Length Research Paper  \nVisually impaired student-teachers’ knowledge and use of basic assistive technology tools for mathematics Clement Ayarebilla Ali  \nDepartment of Basic Education, University of Education, Winneba, Ghana.  \nAccepted 2 December, 2021  \n\n| ABSTRACT\u003Cbr>Studies show that assistive technology tools have provided opportunities for the visually impaired in some developed countries to pursue mathematics programmes and foster inclusive education. However, their counterparts in developing countries sparingly participate in any mathematical activity due to low knowledge and use of these tools. The main purpose of this study was to expose student-teachers with visual impairments to basic assistive technology tools. The knowledge and use of the tools helped to convert, convey and interpret basic mathematical equations. The design was a case study involving five student-teachers who were admitted to the Department of Basic Education, University of Education, Winneba to pursue a Post Diploma in Mathematics programme. A semi-structured interview guide was used to collect the data whose items contained tools for general administration, additional support, STEM, mathematics instruction, polynomials and assessment. These served as the cases of the study and data analysis. The analysis was undertaken in two stages. The first stage explored their knowledge and use of the assistive technology tools. The second stage analysed transcriptions of statements. The two stages helped to corroborate the findings. To ensure the validity and reliability of the findings, the interview guide was validated by post-graduate students of the Department of Special Education and Basic Education. The findings showed that the student-teachers had little knowledge and use of the basic assistive technology tools. However, they were still desirous to learn and use the basic assistive technology tools for mathematics teaching and learning. It was therefore recommended that stakeholders make available and accessible common basic assistive technology tools to schools, and restructure the mathematics curriculum to suit the integration of assistive technology tools.\u003Cbr>Keywords: Assistive technology tools, visually impaired, mathematics education, STEM, student-teachers with visual impairments. |\n| --- |\n| E-mail: [ayarebilla@yahoo.com](ayarebilla@yahoo.com). |\n\nINTRODUCTION  \nResearch (Allyn, 2002; Mani et al. , 2005; Sawhney, 2014) has discussed many visually impaired mathematicians who have made enormous contributions to assistive technology tools. Notably amongst these are Louis Braille who developed the Braille, Abraham Nemeth who developed the Nemeth/standard Braille, Leonhard Euler who produced Braille manipulatives, Nicholas Saunderson who developed Braille algorithms, Lev Semenovich Pontryagin who organized Braille sets, Louis Antoine who developed Braille topology , Emmanuel Giroux who developed Braille geometry, Lawrence Baggett who developed Braille algebra, Norberto Salinas  \nwho invented Braille picture translators, and Zachary J. Battles who incorporated mathematics into the Braille technology.  \nThe original Nemeth had six-dotted Braille codes comprising numbers, symbols and notations intended for the teaching and learning of science, mathematics and technology (National Braille Association, 1987; Allyn, 2002; Mani, et al. , 2005; Maddox, 2007; Sawhney, 2014; Braille Authority of North America, 2016) . However, the same notations, symbols, operations and numbers (e.g. a = 1, b = 2, c = 3, etc. ) were used for both numerals and alphabets. Salinas and John Gardner therefore jointly  \nAfr Educ Res J 946  \ndeveloped the GS8 to add two dots principally reserved for the teaching and learning of science, technology and mathematics. Some of the technologies in G8 are JAWS to translate text to speech, TRIANGLE to convert ","cbCailp4HC2izgQY","https://ap.wps.com/l/cbCailp4HC2izgQY","pdf",856679,11,"English","# Abstract\n# Introduction\n## Background on assistive technology and Braille systems\n## Problem statement and study aim\n## Theory of universal design for instruction","[{\"question\":\"What was the main purpose of the study?\",\"answer\":\"To expose student-teachers with visual impairments to basic assistive technology tools and evaluate how their knowledge and use support mathematics teaching and learning.\"},{\"question\":\"How was the study designed and what data were collected?\",\"answer\":\"The study used a case study design with five student-teachers, collecting data through a semi-structured interview guide covering administration, STEM, mathematics instruction, polynomials, and assessment.\"},{\"question\":\"What did the findings indicate about student-teachers’ knowledge and use of assistive technology tools?\",\"answer\":\"The student-teachers had little knowledge and use of basic assistive technology tools, yet they were still motivated to learn and apply them for mathematics teaching and learning.\"}]","Visually impaired student-teachers’ knowledge and use of basic assistive technology tools for mathematics | PDF",1792071108,28]