All students, including students with visual impairments (VI), are expected to master basic mathematics skills and apply such skills to solve real life problems. In the present study, we conducted a literature review of current intervention methodologies to assist students with VI to learn mathematics. A systematic review of literature yielded 5 studies, and all are single-case studies published after 2010s. Two trends in intervention methods emerged: (1) technological interventions, which used audio devices as aids for mathematics problem-solving and (2) humandelivered cognitive interventions, which focused creating specialized instruction for educators to better suit the needs of individuals with VI. The significance and limitations of current research and recommendations for future research are discussed.
Joan Adrienne Malasig and Dake Zhang