After each exercise in improving the mental calculations, it is necessary for the child
to verify his answer either with the use of an abacus or with the Taylor Frame. The
process of calculation in the mathematical device may help him to find where he makes
mistakes in the process of mental calculations. Since the early years are most conducive
for the development of such skills, the child should be oriented to this type of learning
from the primary level itself.
Methods of Preparing and Using a Mathematics Braille Text Material
Most of the teaching of mathematics to sighted children is done through blackboard work
supplemented by oral instruction. The oral instruction makes sense to children with visual
impairment only when the matter is presented either through visual or tactile information.
Therefore, the need for mathematical text is inevitable. It is however noted that provision
of mathematical text material will be of less value when the child is not proficient with the
mathematical Braille codes. Therefore, teaching of mathematics and the using of mathematics
text material should always go along with the teaching of the Braille codes.
Unlike the tactile material used for other subjects, mathematics text material involves
ideas such as literary Braille code, numerals, symbols, formulae, diagrams etc. Orientation
and practice of transcribing such codes into the Braille form would be necessary for every
teacher of visually impaired children.
Material for visually impaired children is prepared bearing in mind the suitable principles of
maximisation of the duplicated material, the modification of format and content for necessary
adaptation, the substitution of ideas/lessons for optimum learning experience of the child
and rare omissions under unavoidable circumstances. Mathematics being an abstract subject,
which involves the appearance of concrete, pictorial and abstract concepts, all the four
principles should be used in preparing text material.
The second important aspect is to incorporate necessary diagrams in the lessons. Provision
of such diagrams in the text itself enhances the understanding of the child. It should be
noted that the diagram is not overloaded with information.
To supplement the use of mathematics text material, a small guidebook in Braille consisting
of the model problems, certain diagrammatic illustrations, etc. can be provided to the