ENHANCING UNDERSTANDING OF VISUALLY IMPAIRED STUDENTS IN MATHEMATICS USING MANIPULATIVE MATERIALS

Abstract

Manipulative materials are generally regarded as valuable tools of mathematics that provide experiential learning through concrete objects. The importance of the application of manipulative materials in imparting knowledge is supported by Piaget, Bruner and Skemp who stated that the development of mathematical concepts develop through physical objects into the form of representation and abstract thought. Student’s mental image and abstract ideas are based on their experience. Therefore, students who see and manipulate various objects have a clearer mental image and can represent abstract ideas. Accordingly, this study aimed to explore the perceptions of teachers regarding the use of manipulative materials in helping to increase the understanding of Visually Impaired Students in the teaching and learning process of mathematics. Qualitative research approach was utilized using structured interview method involving 10 teachers of mathematics in two special education primary schools for the visually impaired in Malaysia. The study reveals that there are four main manipulative materials used in teaching Mathematics specifically for Visually Impaired Students. Manipulative materials include embossed diagrams, Braille and normal print worksheets, concrete materials, tangible or natural materials, and special equipment. Math teachers who participated in this study showed great interest in using manipulative materials. Based on the experience of teachers, it was found that manipulative materials can help improve understanding of Visually Impaired Students in mathematics teaching and learning process. Therefore, the use of manipulative materials as a medium of instruction should be given priority in order to increase understanding of Visually Impaired Students, specifically towards mathematics at the primary school level.