- The methodology followed by the teacher in teaching mathematics has a direct bearing
on the learning of the child. Provision of simulating experiences, creation of situational
approaches, etc., can enrich learning in mathematics. - In an integrated setting, the support of the regular classroom teacher is also important
in teaching mathematics to the visually impaired child. The complementary roles of the
resource and regular teachers may ultimately benefit the visually impaired child in
attaining appropriate learning experience.
Mastery over Mathematical Braille Code
The Nemeth Code and the RNIB English Braille Code are widely used for teaching mathematics
to children with visual impairment. In addition to these codes, some countries have also
adopted their own codes. This package is using the Nemeth code. Whatever may be the
code, the real challenge lies in teaching it to the child effectively. To make the child learn
the mathematical Braille codes effectively, certain teaching points have to be considered.
a. Teaching of the code should start from the primary level itself. As soon as the child
learns writing, strenuous practice in writing mathematical codes is to be given. Since
experiences have shown that visually impaired children show resentment to learn
mathematical codes when they are introduced at a later stage, say, directly at the
secondary level, the teaching of these codes should take place in a phased manner from
the very beginning of the child’s schooling.
b. It is not necessary to teach all mathematical codes at a time. Suppose 15 codes are to
be taught at the III Standard, these can be taught as and when they are required in the
lesson. This way of introducing the appropriate code at the appropriate time makes the
learning spread out throughout the year and it will be more meaningful to the child.
c. When the child is through with the writing of the code after the writing practice, a small
passage can be prepared in mathematics and the child be asked to read it. This is
treated most essential because the child should know how to discriminate the
mathematical Braille code from the literary code while reading. This practice should be
continued until the child gets mastery over the usage of that code.