Journal Home / Archives
06 January, 2025: Research Article | American J Sci Edu Re, 2025; 4(1):100229
Download PDF
Empowering BVI Students in Mathematics: The Impact of STEM KIT Tiles and Board
Author(s): Dr Sariat Adelakun*, Dr Chukuka Evangeline, Dr Kehinde Michael, Mr Shittu Musibau
Federal college of education (special) OYO. Nigeria
DOI: https://doi.org/10.71010/AJSER-2025-e229
Article Notes:
Received Date: 16 December, 2024; Accepted Date: 27 December, 2024; Published Date: 06 January, 2025
Copyright and License information:

This paper has been published under Creative Common Attribution-NonCommercial-NoDerivatives 4.0 International (CC BY-NC-ND 4.0) allowing to download articles and share them with others as long as they credit the authors and the publisher, but without permission to change them in any way or use them commercially.

Share this article:  | | |

Abstract
Blind and Visually Impaired (BVI) students have historically been excluded from mathematics education due to perceived challenges in teaching them. While inclusive education policies have been adopted for individuals with special needs, many BVI students are still exempted from mathematics, particularly in upper basic education (grades 1–9), where sighted teachers often rely on limited tools like the Cubarithm and Abacus. Despite this, research indicates that many BVI students have a strong interest in STEM fields, and those who develop visual impairments during tertiary education often face frustration and exclusion from STEM disciplines.
This study explores the impact of a three-day workshop introducing STEM Tiles and Boards to BVI students and their teachers. Findings reveal that these tactile tools fostered a positive learning experience for BVI students, enhancing their engagement and understanding of mathematics. Teachers also reported improved confidence and effectiveness in delivering mathematical concepts. Following the workshop, the STEM Tiles and Boards were distributed to participating schools for continued use, demonstrating their potential to support inclusive STEM education for BVI students. This research underscores the need for scalable interventions to address the accessibility gap in mathematics education for BVI learners.

How to Cite:

Adelakun S, Abdusalaam A, Evangeline C, Michael K, Musibau S (2025) Empowering BVI Students in Mathematics: The Impact of STEM KIT Tiles and Board. American J Sci Edu Re: AJSER-229.

References

  1. Abrahamson, D., Nathan, M. J., Williams-Pierce, C., Walkington, C., Ottmar, E. R., Soto, H., & Alibali, M. W. (2020, August). The future of embodied design for mathematics teaching and learning. In Frontiers in Education (Vol. 5, p. 147). Frontiers Media SA.
  2. Adelakun, S. A. (2020). Exploring STEM Kit© Diagrams for Braille Readers in Inclusive Classrooms. Journal of Science Education for Students with Disabilities, 23(1), n1.
  3. Adelakun, S. (2020b). Making Mathematics and Science Accessible to Blind Students: Science Technology Engineering and Maths (STEM) Disciplines Should be for All Including Students with Visual Impairment. LAP LAMBERT Academic Publishing.
  4. Ahmad, S. (2024). Effect of an Instructional Model “Utilizing Hands-on Learning Concrete and Virtual Manipulatives” on Fifth-Grade Students’ Academic Achievement in Mathematics (Doctoral dissertation, Universität Würzburg).
  5. Ahmed, I. (2020). Mathematics Education from a Non-Visual and Disability Studies Perspective: Experiences of Students, Families, and Educators. The Ohio State University.
  6. Alquraini, T., & Gut, D. (2012). Critical components of successful inclusion of students with severe disabilities: Literature review. International journal of special education, 27(1), 42-59.
  7. Annisa, M., Aan, H., & Tatang, H. (2019). Analysis of Students Mathematical Understanding Viewed from Visual and Visual-Auditory Learning Styles. In 1st International Seminar STEMEIF (Science, Technology, Engineering and Mathematics Learning International Forum) Purwokerto, 386â (Vol. 393).
  8. Berry, R. Q. (2018). Disrupting policies and reforms in mathematics education to address the needs of marginalized learners. Toward equity and social justice in mathematics education, 3-20.
  9. Bryant, D. P., Bryant, B. R., & Smith, D. D. (2019). Teaching students with special needs in inclusive classrooms. Sage Publications.
  10. Mungunda, A. E. (2023). Challenges faced by mathematics teachers in teaching secondary school learners with visual impairment in the Khomas region (Doctoral dissertation, University of Namibia).
  11. Mwakyeja, B. M. (2013). Teaching students with visual impairments in inclusive classrooms: A case study of one secondary school in Tanzania (Master’s thesis).
  12. Phutane, M., Wright, J., Castro, B. V., Shi, L., Stern, S. R., Lawson, H. M., & Azenkot, S. (2022). Tactile materials in practice: Understanding the experiences of teachers of the visually impaired. ACM Transactions on Accessible Computing (TACCESS), 15(3), 1-34.
  13. Wairimu, C. M. (2019). Effectiveness of Assistive Technology on Teaching Mathematics to Learners with Visual Impairments in Special Primary Schools in Kenya (Doctoral dissertation, Kenyatta University).