child. This helps the child to revise especially during the examination time. Though a
complete mathematics lesson cannot be recorded into the audio form, certain steps such as
the formulae, methods of constructing a diagram in the case of geometry, etc., can be
recorded into a cassette. All possible alternatives have to be explored for making the
teaching-learning process in mathematics more purposeful.
In case the entire mathematics text material is not available in the Braille form, the teacher
can prepare at least the necessary chapter or portion of the text which is to be taught in
the particular class period. Provision of such concrete material is most imperative as it acts
as a guide for reference in remembering various steps of a problem, procedures of arriving
at results, etc. Literary text material can be presented in other ways, viz., the live reading
and recording services, but mathematics text material needs to be presented in the tactile
form. The teacher should see that the visually impaired child has the right reading material
in mathematics class so that he can develop his mathematical skills in a gradual and
natural manner.
Mathematics is the subject which is to be practised continuously if one wants to have
mastery over it. Unlike other subjects, this demands a lot of attentiveness, reasoning
ability, skill in problem solving, ability in drawing conclusion, etc. Once mathematics was
considered to be an impossible educational experience to visually impaired children, but
with the development of various devices and effective teaching methodologies, they can
also learn mathematics effectively and it is up to the teacher and the student to make full
use of the available resources.