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Enhancing Math Proficiency in Visually Impaired Learners through Visualization Approach

Investigating how visualization can promote math proficiency in visually impaired learners, focusing on differentiated teaching methods and utilizing Vygotsky’s Theory of Social Learning. The study aims to explore the impact of visualization in the educational reform in Namibia. Through an interpretative paradigm, the research will observe, interview participants, and conduct qualitative analysis to understand the efficacy of this approach.

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Enhancing Math Proficiency in Visually Impaired Learners through Visualization Approach

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  1. LIINA SHIMAKELENI [Med MATHEMAICS]Provisional TitleAn investigation into how visualization approach to teaching can be used to promote mathematical proficiency in teaching learners with visual impairment. Keywords: MATHEMATICS PROFICIENCY, differentiated teaching, visual impairment, visualization

  2. Presmeg (2014, p. 2), “visualization is a process of constructing and transforming both visual mental imagery and all of the inscriptions of a spatial nature that may be implicated in doing mathematics”. It is so hard to find visually impaired learners to access information in an easy, usable way. One approach to visualization is to use the non- visual senses that the visually impaired are living with, namely senses of hearing and touching.

  3. Namibia is in the midst of an educational reform. • The concept of visualization finds its way through the implementation of this revised curriculum. • The NCBE: “in the Namibian context, it requires that the school organises special learning programmes to meet individual learners’ needs when these cannot be met through differentiated instruction within a subject-organised approach” (2010, p. 28). Visualization becomes one of the adjustments that teachers could employ in order to help learners. • Vygotsky’s Theory of Social Learning: takes place within their environment; comes before development.

  4. How can visualization approach to teaching be used to promote mathematical proficiency in learners with visual impairment? • What features of instruction methods are significant in promoting strength and downgrade difficulties of the use of visualization in teaching Mathematics to the visually impaired? • What methods of differentiated instructions are preferred to help the visually impaired become proficient in Mathematics?

  5. Methodology • DESIGN: Investigation • ROLE: exclusively a researcher • SITE: a special school in the Oshana region. • INSTRUMENTS: Unstructured interviews using open-ended questions • RESEARCH PARADIGM: interpretative paradigm, researchers aim to describe and understand how people make sense of their worlds

  6. Research process Phase 1: observation Phase 2: secure participants Phase 3: Unstructured interviews using open-ended questions Phase 4: qualitative analysis

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