Improving Mathematics Instructions for Secondary Schools Learners with Visual Impairment in Kilimanjaro and Tanga Regions Tanzania (The role of Mathematics and Science Plan)

Abstract

The study aimed at investigating the role of mathematics and science plan on improving mathematics instructions for secondary schools learners with visual impairment in Kilimanjaro and Tanga regions Tanzania. The study was guided by four objectives which were; First, to examine mathematics teaching methods used in teaching learners with VI Second, to determine the mathematics teachers' competencies to teach learners with VI. Third, to examine whether mathematics mode of assessment in use consider the special needs of learners with VI. And lastly, to examine instructional challenges faced learners with VI during learning mathematics. The study used qualitative approach. Semi-structured interview was chosen as the main data collection method. In addition to semi structured interview, non participant observation was also used. To ensure reliability and validity of the results, the tools used were piloted and examined and made unambiguous. Interview scripts were checked several times to check consistency and comprehensibility. In order to generate in depth knowledge of the phenomenon, purposive sampling was used to get participants of the study which involved four mathematics teachers teaching students with VI two from each school, four students with VI two from each school and the Director of special education from the MoEST making a total of nine participants. Data were analyzed using thematic analysis where interview transcription and coding was done to obtain the main themes and categories. Presentation and discussion of the findings was done regarding the emerged themes and categories supported by the verbatim quotes from the participants to ensure validity of the findings. The study findings indicate that teaching and learning mathematics to involve: expository teaching method, remedial sessions and ineffective group discussions; mathematics assessment adaptations including alternative format of questions, additional time, separate examination rooms and examination papers presented in braille format for blind students and large prints for low vision students. The findings show moderate collaboration between mathematics teachers and specialist teachers of students with VI, students with VI were supported by the specialist teachers and lack of cooperation and support between sighted learners and learners with VI in mathematics subject. The main findings revealed challenges encountered by students with VI in learning mathematics to include: shortage of skilled mathematics teachers, shortage of mathematics teaching and learning materials, lack of knowledge of using mathematical devices both to students and their teachers. The study also revealed negative attitude of students, mathematics teachers and teachers with VI towards mathematics. The study recommended the government through the MoEST to incorporate specialized training of mathematics in the curriculum of teachers training colleges in order to produce enough teachers with skills and ability to teach mathematics subject to learners with VI in primary and secondary schools. The MoEST should consider in-service teacher training considering areas of knowledge of braille and mathematics braille notations, the use of specialized devices, knowledge of mathematics subject itself and knowledge of how to teach students with VI. For effective teaching and learning of mathematics to learners with VI, instructional materials such as mathematics text and reference books in braille, curriculum which stipulate clearly all possible modification and the specific needs of the VI students and modern technological learning materials should be considered. The ministry of education should raise awareness on the importance of mathematics to students with VI.