How Can the Teaching of Mathematics be Adapted?

• Inclusion
• Manipulation
• Maths

Maths and Inclusion

What makes teaching mathematics difficult for blind children and how can it be made more accessible? Testimonials and advice from Marc Angelier and Alison Hollands, specialist teachers, with Olivia, who does column operations just like her classmates with LEGO Braille Bricks.

Transcription

Good morning!
We use the LEGO Braille Bricks for many occasions within the classroom.
We mostly use them during maths when Olivia needs to understand
more abstract concepts, to devise different calculations
so that Olivia is able to access and read them,
and then she can calculate them independently.
I would love to.
So can you show me where
8252 is placed on your board? Yes.
I don’t think I have to adapt the way that I teach necessarily.
Olivia is severely visually impaired.
Yes, but she accesses the curriculum just like every other child
through the resources that she is able to access.
8252. Yes.
The pace of a class is so fast
and technology doesn’t do column addition maths, for example.
So we need the ability to have it in front of her
to instantly create the answer so that she can prove
that she understands the method and concept of column addition braille.
And so to have a brick that is interactive
in an instant, it’s certainly changed and improved.
So yes, for anything that’s quick and easy
the braille bricks is used.
Excellent!
6434 is the answer.
The LEGO Braille Bricks have definitely been fundamental
in terms of Olivia’s learning and her development.
Olivia has always been very fluent in braille, but to have this translated
into a mathematical concept has been imperative to her progress.
So that has been super helpful.
I’ve seen you when you do your maths and it’s easy for you.
Yeah.
And sometimes when you’re like, I’m just working,
and then you come out of the classroom and just see me.
Yeah, I just walk from over there, I just walk.
I will just have a little look what she’s up to. Yeah.
No easy peeking…

Marc Angelier, specialist teacher, The Braille Program, France

“As a specialist teacher, I am frequently asked how mathematics can be effectively taught to blind students. Teachers with blind pupils in their classes often struggle to envision how blind individuals can engage with maths. However, there are numerous blind adults who are successful mathematicians, physicists, or astrophysicists, demonstrating that it is indeed possible.

So, what makes teaching mathematics challenging for blind students? Primarily, it is the reliance on visual aids such as diagrams, graphs, and columnar calculations. Traditional teaching methods often depend on explanations linked to spatial representations, which are not accessible to blind pupils in the same way. One might also question whether this approach is effective for all students, including those who can see but still struggle with mathematical concepts…

Therefore, it is crucial to develop alternative teaching methods that focus on clear, structured verbal explanations using precise vocabulary. It is essential to use exact mathematical terms consistently, such as referring to the ‘denominator’ in a fraction rather than vaguely to ‘the number below.’ In braille, mathematical writing is linear, so imprecise expressions simply do not make sense.

This need for precision applies to younger children as well. When explaining how to perform a column addition, for example, it is important to explicitly name the units, tens, and hundreds so that the pupil understands exactly what is being referred to.
It is also important to organise the workspace carefully to make the task easier. For example, providing a number board with multiple copies of each digit enables pupils to manipulate and organise their calculations more effectively.

In the video, we see how Olivia’s teacher enables her to follow the same explanations as her sighted peers to perform a column operation. Following the same approach simplifies matters for the teacher, who can rely on a familiar method while making it accessible.”

Alison Hollands, specialist teacher, UK

“For those who do not work with visually impaired children or understand braille, it can be challenging to comprehend the equipment used, how braille is produced, and what is required for a child to learn through touch. LEGO Braille Bricks offer a unique advantage: they allow for quick manipulation and interaction, which is not possible with traditional technology for column addition or algebra. Students can instantly engage with the bricks, making them an invaluable tool for learning.
Olivia is now fluent in braille, and translating this skill into mathematical concepts has been crucial to her progress.

We do not provide specific training to the teachers; instead, we raise awareness and explain exactly what we need to adapt the learning materials for the children. The classroom teacher continues to teach as usual, but the workspace has been adapted to meet Olivia’s needs.
In this particular classroom, Olivia has a dedicated workstation with resources specifically for her:

After a few specific explanations at the beginning of the year, Olivia can follow the class just like her sighted peers. The main difference is the time required: finding the right object, placing it correctly, manipulating it, finding the answer, and transcribing it onto her braille sheet often takes more time than it does for a sighted child.

Since Olivia joined our school, her peers have been using LEGO Bricks from day one, so they are familiar with how to use them and can support her if needed.”