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The aim of the study was to conduct a systematic review in order to synthesize the evidence-based literature on mathematics education among students with visual impairment (VI). Studies were identified through searches of electronic databases (SCOPUS, PubMed, ERIC, and Web of Science). The authors included articles published between 1 January 2000 and 31 October 2017. Eleven publications met the inclusion criteria, and seven studies had observational designs. The studies focused on teachers’ attitudes and experiences, the use of abacus, tactile graphics, and the development of mathematical concepts. The results showed that the studies had different aims and methods, and only four studies reported eye disorder diagnoses. The ability to choose suitable teaching strategies that involve individual instructions requires qualified and enthusiastic teachers who allow students to experience a sense of accomplishment and success. Additionally, it is important to gain information on eye disorder diagnoses and possible learning disabilities. The authors conclude that it is to be expected that students with VI but without cognitive disabilities will follow their grade level in mathematics. The findings highlight the need for more randomly controlled, high quality trials in order to obtain more evidence and knowledge of mathematics education among students with VI.
Klingenberg et al. (Tue,) studied this question.