Perspectives of Teachers Who Support Students With Visual Impairments in Accessing and Engaging With Digital Mathematics Learning

Abstract

Introduction: The use of digital mathematics technology has consistently been increasing in K-12 (kindergarten through 12th grade) education. This study examined the experiences of teachers of students with visual impairments (TVIs) and high school math teachers who work with students who are blind or have low vision. Methods: In spring 2024, 10 TVIs and 4 math teachers participated in focus groups. Transcripts were analyzed using a strategic, team-based approach. Results: Four broad themes were identified: impact of student factors on participation and success in digital math learning, accessibility challenges, communication and collaboration among teachers, and students’ participation in testing. Students’ self-determination skills, a willingness to continually learn and use new technologies, and cognitive load were prominent student factors. The participants described the inherent challenges students experience with classroom testing and district, state, or national assessments. Discussion: Students who are blind or have low vision are often tasked with having to split their attention between learning to use technology and learning math content. Students face many challenges in digital math learning including the use of dynamic learning apps, limited representation of images, inaccessible testing platforms, and not having access to the same accommodations during high stakes testing that they use in the math classroom. Implications for Practitioners: Students who are blind or have low vision should receive instruction in the skills that facilitate digital math learning. TVIs and other educators must advocate with administrators, app developers, manufacturers, and others to ensure that accessibility of digital technologies are in place so that students can participate in digital math learning alongside their peers.