Skip to main content TSBVI Math | Project Math Home | Site Map | Downloads | Search | Help |
Project Math Access
Previous Page  Next Page

Curriculum and Standards

Reformed methods and standards in mathematics education, emphasizing meaningful problem solving and multiple, effective strategies for solving problems rather than memorizing facts, makes speed a critical factor in student success. Students need to be able to recall mathematics facts instantly, and to decide which tools would be appropriate to solve a problem. There has to be a balance between rote learning of facts and learning of problem solving strategies through logical reasoning; that is, a balance between mathematics skills and mathematics strategies.

This current standard may pose additional problems for special needs students who are included in the regular classroom, since it proposes teaching concepts more quickly and in greater depth, with less repetition, and using real-life problems from other curricular areas which require multiple-step solutions. It is necessary to devote considerable time to developing and practicing skills of pattern identification, number sense, estimation, and developing multiple solutions for problems, while using an array of manipulatives and calculation tools. Rote skills need to be combined with challenging problems which apply the skills in order to prepare adequately for instruction in higher mathematics.

For blind children, pre-teaching of mathematics concepts is very important, especially when students are learning basic concepts, language, and Nemeth Code. Particular emphasis should be placed on teaching students to be self-advocates, articulating what a classroom teacher needs to do in order for the student to participate in learning. Students should also be taught about spoken mathematics, and how to teach a peer or reader to speak the language. They may develop their own ideas, or have access to a system previously developed.

Following are some generalizations which the teacher of visually impaired students should bring to the attention of the classroom mathematics teacher, to facilitate meaningful class involvement and participation by the blind student: