Theorical review of the Teaching of Mathematics in Student with Visual Functional Diversity

Abstract

The purpose of this study is to analyze the teaching of mathematics in students with visual impairment, with mathematics being a key element in the training of any student. The main objective of this article is to review studies on mathematics in visual disability. We intend a systematized reflection of the synthetic quantitative estimation of all available studies, proposing a theoretical framework on the relationship of mathematics with the use of ICTs and their suitability for education, providing personal assessments. Among the conclusions obtained, the importance of the mathematical development of the students for the improvement of thought processing and problem solving is evident, as well as the relationship between short-term and long-term memory. To be able to use mathematical learning for creative development, achieving synergy with various subjects, which is why it is so important to use open curricula and learning through play and challenges, which encourage motivation, participation and this in relation to the passions of the students themselves.