a) Methodology of Teaching Mathematics,
b) Use of Abacus,
c) Use of the Nemeth Mathematical Braille code,
d) Instructional Strategies, and
e) Creative Mathematics
HOW THE WORK EVOLVEDConcept Building Workshop
The team wanted to find out to what extent
teachers and students liked the idea of developing
the mathematics package and also wanted to get a
feedback on the process by developing some sample
materials. A workshop was convened on July
28 - 29, 2003 in Bangkok, Thailand for two regular
classroom mathematics teachers, two special
teachers, two sighted students, two visually
impaired students, and two blind adults who had
completed their education. The two- day workshop was an opportunity to brainstorm the
need and to get a feedback on the methodology proposed by the project development
team. Some of the sample materials such as the tactile diagrams, paper-folding, etc., were
used and the participants in the workshop expressed satisfaction with the process and the
need to develop many more such materials.
Development of Instructional Materials
While instructional materials for
abacus, mathematical Braille codes,
etc., were available, to some extent,
the project the team wanted to
develop instructional strategies for
teaching mathematical concepts.
The teachers who interacted with the
team during the initial phase of the
project indicated that adaptation techniques to suit the learning styles of visually impaired
children were not clear to the teachers in special and inclusive schools and therefore, they
Project Team with teachers and visually impaired studentsParticipants and Project Team at the Bangkok workshop