| Title: |
Mathematics Teaching Practices in a Special School for Blind Students |
| Language: |
English |
| Authors: |
César Lizárraga-Ojeda (ORCID 0009-0007-4613-9672); Juan Luis Piñeiro (ORCID 0000-0002-9616-3925) |
| Source: |
International Electronic Journal of Mathematics Education. 2026 21(1). |
| Availability: |
International Electronic Journal of Mathematics Education. Suite 124, Challenge House 616 Mitcham Road, CR0 3AA, Croydon, London, UK. Tel: +44-208-936-7681; e-mail: iejme@iejme.com; Web site: https://www.iejme.com |
| Peer Reviewed: |
Y |
| Page Count: |
13 |
| Publication Date: |
2026 |
| Document Type: |
Journal Articles; Reports - Research |
| Education Level: |
Elementary Education; Early Childhood Education; Grade 1; Primary Education; Grade 3; Grade 6; Intermediate Grades; Middle Schools |
| Descriptors: |
Foreign Countries; Mathematics Instruction; Special Schools; Students with Disabilities; Teaching Methods; Visual Impairments; Elementary School Teachers; Elementary Education; Grade 1; Grade 3; Grade 6; Teacher Responsibility; Teaching Experience |
| Geographic Terms: |
Chile |
| ISSN: |
1306-3030 |
| Abstract: |
The relationship between mathematics education and visual impairment has historically fallen short in providing learners with meaningful access to mathematical understanding, often relying on practices that limit students' agency. This study analyzes the work of three teachers at a Chilean special school for blind students. Their lessons were recorded, transcribed, and examined using the NCTM's eight effective teaching practices as the analytical framework. The findings reveal a persistent emphasis on memorization and procedural reproduction, with few opportunities for reflection, reasoning, or engagement with multiple representations. These instructional patterns constrain students' access to a full mathematics education and highlight structural tensions that warrant attention. |
| Abstractor: |
As Provided |
| Entry Date: |
2026 |
| Accession Number: |
EJ1505701 |
| Database: |
ERIC |