Challenges of teaching mathematics to pupils with blindness in special and integrated primary schools in Tanga region, Tanzania

This study investigated the challenges of teaching Mathematics to pupils with Blindness in special and integrated primary schools in Tanzania. The intention in particular was to identify challenges facing teachers in teaching strategies and materials as well as examining the strategies established by teachers to overcome the encountered challenges in the teaching. The qualitative research approach through a case study design was used. The total of 9 mathematics teachers and 18 primary school pupils with blindness were purposively sampled. The study employed semi-structured interviews, non-participatory observations, focus group discussions and documentary review for gathering the required information. The findings have revealed that mathematics subject is not effectively facilitated among learners with blindness in primary schools due to extreme shortage of teaching materials, lack of mathematics text books written in Braille and poor mathematics teaching skills and knowledge among specialist teachers. Basing on the findings, it is recommended that, the government should ensure availability of teaching materials by providing special grant to schools enrolling pupils with blindness, prepare Braille mathematics text books and conduct in-service and pre-service training that will expose specialist and regular teacher to both academic and pedagogical skills for them to effectively teach mathematics. It is expected that the implementation of the recommendations will address the challenges facing teachers. Consequently, learners' ability, talents and performance in mathematics subject will be improved