Examination of Mathematical Language Use of Individuals with Visual Impairment in Mathematical Communication Processes: The Role of Braille

Abstract

Mathematical language, which embodies visuals and abstract concepts such as symbols, shapes, contains differences for visually impaired individuals. Using various writing codes that make these differences and reading by touch is the source of mathematical communication for visually impaired individuals. Mathematical language does not have a common framework in Braille, which differs according to countries and institutions. Therefore, there is no standard in mathematical language for Braille in Turkey. This situation is reflected in the mathematical communication of visually impaired students. In this study, it is examined the role of Braille in mathematical communication. The participants of the study which was designed in a multi-case study design were six visually impaired individuals determined according to the criteria and stratified sampling method. The texts, tables and graphics that the participants frequently use in classrooms were used in the clinical interviews on their experiences in mathematics learning and their reflections on some algebraic concepts. When the findings obtained by content analysis were examined, it was found that Braille caused difficulties in mathematical language usage and played an important role in the use of symbols and shapes. In addition, it has been determined that embossed writing should be adapted in a way to enable communication with visually impaired individuals in the educational practices and in consideration of mathematical language requirements.