Digital Mathematics Experiences and Perspectives of High School and College Students Who Are Blind or Have Low Vision

Abstract

Introduction

Technology is integral for success in today's mathematics classrooms. Although digital technology (e.g., laptops, applications or apps) can provide opportunities for students to actively engage in math learning, it can impede such learning if the digital technology is not accessible or easily used by students who are blind or have low vision.

Methods

In spring 2024, 11 high school and 10 college students who are blind or have low vision participated in focus groups. Data were coded, and themes were identified.

Results

Four themes emerged from the data: (a) digital and access technology skills, (b) preferences related to learning media and technology, (c) communication and advocacy, and (d) accessibility challenges and work-arounds.

Discussion

Participating students actively used a variety of technologies to engage in digital math learning. Students who took part in the study provided multiple examples of the ways in which they worked to address the challenges they experienced in accessing information, including math content, digital textbooks, assignments, and tests. It is imperative that teachers of students with visual impairments provide opportunities for their students to develop technology, self-advocacy, problem-solving, and communication skills so their students can increasingly take responsibility for their math learning when digital tools are used in the classroom.

Implications for Practitioners

Educational team members, including teachers of students with visual impairments and administrators, need to collaborate to ensure that, when digital math tools are selected, these tools are accessible and usable for all students, including those who are blind or have low vision. Teachers of students with visual impairments should create ample opportunities for students with visual impairments to try using different combinations of technologies so students can identify which tools work most effectively for them when given a specific math task.

Keywords

STEM accessible digital mathematics digital math math apps visual impairment blindness low vision student perspectives

Get full access to this article

View all access options for this article.

References

Beal

C. R.

Rosenblum

L. P.

(2018). Evaluation of an app for math word problem solving by students with visual impairments. Journal of Visual Impairment & Blindness, 112(1), 5–19. https://doi.org/10.1177/0145482X1811200102

Blackorby

Cameto

(2004). Changes in the school engagement and academic performance of students with disabilities. In Blackorby

Wagner

Levine

Newman

Marder

Cameto

Huang

Sanford

(Eds.), Special education elementary longitudinal study: Wave 1 wave 2 (pp. 8.1–8.24). SRI International. https://www.seels.net/designdocs/w1w2/SEELS_W1W2_complete_report.pdf

Blackorby

Chorost

Garza

Guzman

(2003). The academic performance of secondary school students with disabilities. In Wagner

Marder

Blackorby

Cameto

Newman

Levine

Davies-Mercier

(Eds.) (with M. Chorost, N. Garza, A. Guzman, & C. Sumi), The achievements of youth with disabilities during secondary school (pp. 4.1–4.15). SRI International. http://www.nlts2.org/reports/2003_11/nlts2_report_2003_11_ch4.pdf

Crompton

Burke

(2024). The nexus of ISTE standards and academic progress: A mapping analysis of empirical studies. TechTrends, 68(4), 711–722. https://doi.org/10.1007/s11528-024-00973-y

Drijvers

Sinclair

(2024). The role of digital technologies in mathematics education: Purposes and perspectives. ZDM Mathematics Education, 56(2), 239–248. https://doi.org/10.1007/s11858-023-01535-x

Giesen

J. M.

Cavenaugh

B. S.

McDonnall

M. C.

(2012). Academic supports, cognitive disability and mathematics achievement for visually impaired youth: A multilevel modeling approach. International Journal of Special Education, 27(1), 17–26.

Gulley

A. P.

Smith

L. A.

Price

J. A.

Prickett

L. C.

Ragland

M. F.

(2017). Process-driven math: An auditory method of mathematics instruction and assessment for students who are blind or have low vision. Journal of Visual Impairment & Blindness, 11(5), 465–471. https://doi.org/10.1177/0145482X1711100507

Herzberg

T. S.

McBride

C. R.

(2024). Middle and high school students with visual impairments share about their experiences in learning a new braille code for mathematics and science. Journal of Visual Impairment & Blindness, 118(3), 141–150. https://doi.org/10.1177/0145482X241257526

Hillmayr

Ziernwald

Reinhold

Hofer

Reiss

(2020). The potential of digital tools to enhance mathematics and science learning in secondary schools: A context-specific meta-analysis. Computers & Education, 153(1), Article 103897. https://doi.org/10.1016/j.compedu.2020.103897

10.

International Society for Technology in Education. (2016). ISTE standards for students. Author. https://www.iste.org/standards/iste-standards-for-students

11.

McBride

C. R.

Herzberg

T. S.

Nurpeisov

(2025). A survey of teachers of students with visual impairments to explore experiences of students with visual impairments in high school mathematics classes. Journal of Visual Impairment & Blindness, 119(4), 266–280. https://doi.org/10.1177/0145482X251363985

12.

Larkin, S. K., Osterhaus, S. A., Brauner, D. M., & Herzberg, T. S. (2024). Digital Math Skills Checklists. TEAM Initiative at Perkins School for the Blind. https://www.perkins.org/resource/digital-math-introducing-skill-level-checklists/

13.

National Council of Teachers of Mathematics. (2023). Position statement on equitable integration of technology for mathematics learning. Retrieved from: https://www.nctm.org/Standards-and-Positions/Position-Statements/Equitable-Integration-of-Technology-for-Mathematics-Learning/

14.

Putt, S., Shappell, C., & Montelongo, J. (n.d.). Wabbitemu. http://wabbitemu.org/

15.

Ross

S. M.

(2020). Technology infusion in K-12 classrooms: A retrospective look at three decades of challenges and advancements in research and practice. Educational Technology Research and Development, 68(5), 2003–2020. https://doi.org/10.1007/s11423-020-09756-7

16.

Schuck

Wall-Emerson

Kim

D. S.

Nelson

(2019). Predictors associated with college attendance and persistence among students with visual impairments. Journal of Postsecondary Education and Disability, 32(4), 339–358.

17.

Tuttle

Carter

E. W.

(2022). Examining high-tech assistive technology use of students with visual impairments. Journal of Visual Impairment & Blindness, 116(4), 473–484. https://doi.org/10.1177/0145482X221120265

18.

Tuttle

Rosenblum

L. P.

Herzberg

T. S.

(2026). Perspectives of teachers who support students with visual impairments in accessing and engaging with digital mathematics learning. Journal of Visual Impairment & Blindness, 120(1), 19–32. https://doi.org/10.1177/0145482X251395068

19.

U.S. Department of Education. (2025). K-12 digital infrastructure brief: Accessibility. Retrieved on February 6, 2025 from tech.ed.gov/accessibility

20.

Wolffe

K. E.

Rosenblum

L. P.

Cleveland

(2014). Self-determination. In Allman

Lewis

(Eds.), ECC Essentials: Teaching the expanded core curriculum to students with visual impairments (pp. 470–509). APH Press.