CHALLENGES FACED BY LEARNERS WITH VISUAL IMPAIRMENT IN MATHEMATICS: PROPOSAL FOR A ‘BLIND MATHEMATICS’ CURRICULUM

CHALLENGES FACED BY LEARNERS WITH VISUAL IMPAIRMENT IN MATHEMATICS: PROPOSAL FOR A ‘BLIND MATHEMATICS’ CURRICULUM

ALLEN MBOFANA

SILVANOS CHIRUME

This study examines the typical challenges that learners with visual impairment encounter as they engage in the
various activities in mathematics learning in secondary schools. The study adopts a constructivist epistemology,
using a multiple-case study design to generate rich descriptions of the interface, experiences, opinions, internal
states, feelings and emotions of learners with visual impairment in mathematics. A convenience sample of 11
learners with visual impairment, 11 parents and 3 school managers was chosen for this study. Data collection
methods included in-depth interviews, participant observation and non-participant observation. The study found
that the challenges which learners with visual impairment faced were deeply rooted in the definitions of disability,
that focused either on the medical or social perspectives as defined in extant literature. The study recommended
the need to perceive visual impairment and other disabilities as aspects of human diversity and not as deficits, the
need to recognise the existence of two groups of learners (with disabilities and without disabilities), who require
different learning approaches and methodologies, the need to provide adequate teaching and learning resources
and the need to equip the teaching personnel with adequate skills and competencies. In an attempt at overcoming
negative stereotypes and improving performance in mathematics for learners with visual impairment in secondary
schools, the study proposes ‘Blind Mathematics’ as an appropriate Mathematics Curriculum for such learners

Humanities Southern Africa

2022