DefinePK

Abstract

Visually impaired students can do mathematics despite the challenges they face due to their types of visual impairment and visual representations in math texts. Lack of trained teachers in teaching the math subject is a problem in the teaching-learning process of visually impaired students. They rely on tactile and auditory methods. They require specialized tools unique to their visual impairment, which include Braille text books, calculation devices, i.e., the abacus and Taylor Frame, and Braille rulers. Visually impaired students can gain confidence in their ability to learn math with acquisition of skills in traditional math tools, such as the abacus and Taylor Frame, and support from teachers. The main purpose of this research was to find out the level of acquisition of skills in operating mathematical tools, such as the abacus and Taylor Frame, by visually impaired students. A sample of 80 students was selected using a stratified random sampling technique. Performance tests, which include questions related to arithmetic calculations using the abacus and Taylor Frame, were administered. Results indicate that visually impaired students show poor performance in the usage of the abacus and Taylor Frame, and hence their performance in the math subject is lower when compared to arts subjects. The study identified that inadequate skilled manpower in operating these devices is a major problem, and hence, they were not able to instruct visually impaired students in the application of math tools. The study recommends that the teacher training programme incorporate components of math tools in their curriculum and conduct a capacity-building programme for in-service teachers.