Algebraic Manipulation and Visual Impairments: Comparing Three Case Studies

Abstract

Mathematics education in the presence of visual impairments can pose unique challenges, particularly in the area of algebraic manipulation. Assistive technologies have been developed to facilitate the reading of mathematical content, but there is a dearth of insights into how these affect meaning-making and symbolic manipulation skills. This study seeks to bridge this gap through interviews with three individuals with visual impairments engaged in algebraic problem-solving. Framed within the theoretical construct of Structure Sense, the analysis of their solving strategies shows how access to mathematics through different means may influence the intuitive understanding of the subject.