wished to have clear instructional material on how to teach specific mathematical concepts
to children with visual impairment. Therefore, the team decided to list all the mathematical
concepts found within secondary level mathematics textbooks. Frequency tables were
prepared and the team arrived at a total of approximately 500 mathematical concepts
covering the areas of algebra, geometry, trigonometry, statistics, etc.
Sample instructional materials were prepared by the project team and circulated to
mathematics teachers and student teachers to determine the difficulty level in following
such procedures in teaching mathematics to visually impaired children. The team then
decided to take each concept, provide a mathematical definition for that concept along
with a suggested methodology Additional materials for other areas such as the creative
mathematics, developing modules for general procedures in teaching mathematics, systematic
use of Nemeth codes, etc., were also developed simultaneously.
Initial Tryout of Concepts
Many individuals provided periodic feedback as the mathematical package evolved and
much of that has been incorporated into various sections of this publication. Some
participants helped by suggesting instructional procedures for new secondary level
mathematical concepts.
With assistance from Resource for the Blind
(Philippines) ON-NET organized a workshop at
the Caliraya Recreation Centre, Laguna,
Philippines from 18 – 22, August 2003 to gain
the views of practicing teachers regarding the
draft mathematics package. This workshop
involved two groups; one consisting of special
teachers of visually impaired children with or
without mathematical background and the other
consisting of teachers of mathematics who did
not have experience in teaching visually impaired children. In addition to instruction in
teaching mathematical Braille codes, use of abacus, etc., the participants were provided
with sample instructional material for about 200 concepts from secondary level mathematics
and asked to critically analyze them for clarity and utility in teaching mathematics to
children with visual impairment.
Demonstration of Teaching Materials