The teaching of mathematics to students with low vision at Iganga secondary school in Iganga district in Uganda

Abstract

The purpose of the study was to investigate "The Teaching of Mathematics to Students with Low Vision at Iganga Secondary School." The objectives of the study included the strategies teachers use in teaching mathematics, challenges experienced by teachers in teaching mathematics and support provided to teachers by the school in teaching mathematics to students with low vision in secondary schools in Iganga District. The study was based on qualitative approach. The target population included Head teacher, Teachers and Students with Low Vision at Iganga Secondary School totaling to about 100. The sample of the study included 1 Head Teacher, 5 Teachers and 9 Students with Low vision. Purposive sampling techniques were used to determine participants. The instruments for data collection were semistructured interviews. A pilot study was conducted to test the validity and reliability of the study instruments. The use of group work, use of summarized mathematics handouts, provision of extra time and observing proper sitting positions of students with low vision during instructional process were the major findings on objective one of the study. The fear of mathematics by students with low vision, negative attitudes towards students with low vision, lack of adapted teaching materials, failure to provide large print graph papers by UNEB and difficulty in teaching some topics in mathematics such as Construction, Bearing, Trigonometry and Further vectors, were the main findings on objective two. Involvement of external examiners, provision of teaching facilities, facilitation of teachers to attend external workshops and seminars on mathematics and sharing of ideas during mathematics club activities within the school were the major findings on objective three. According to the findings on objective one, the conclusion is that, there is need to explore more strategies suitable in the teaching of mathematics to students with low vision in secondary schools. The conclusion on objective two is that, there is need to train mathematics teachers in secondary schools on the problem solving skills in regard to managing students with low vision in order to overcome any possible challenge encountered. Basing on the findings on objective three, the support given to teachers by the school in the teaching of mathematics to students with low vision in secondary schools is inadequate. The general conclusion of the study focuses on the use of multi-disciplinary approach as fundamental in improving the teaching of mathematics to students with low vision in secondary schools. The recommendations of the study among others were as follow; Government should enact a policy to guide teachers in the teaching of mathematics to students with low vision in secondary schools, Secondary schools should ensure mandatory assessment of students with low vision to establish their actual learning needs as a basis for determining appropriate interventions, there is need to sensitize all stakeholders on reasonable accommodations for students with low vision in mathematics in secondary schools, Secondary schools should provide adequate support to teachers to enable them effectively teach mathematics to students with low vision.