Geometry Tactile Diagram (GTD): A Geometry Problem Solving Approach for Mathematics Education for Visually Impaired College Students

Abstract BackgroundMathematics is generally dominated by diagrams and spatial representation of concepts. This makes it seem impossible for the blind and visually impaired (BVI) who have limitations or total loss of sight. This study investigated the place of geometry tactile diagrams in meeting the needs of the BVI students in geometry, which is an aspect of mathematics. Experimental research design was used for the study. All the blind and visually impaired students of the Federal College of Education (Special), Oyo served as the population for the study. A sample of twenty (20) students from the school of general studies (Mathematics unit) was purposely selected and randomised into two groups. Geometry tactile diagram (GTD) and Geometry Achievement test were used as the study instruments. T-test statistic was used to analyse the data collected at a 0.05 level of significance. Findings The findings revealed that: there is a significant difference between mean achievement scores in the control group (students taught without GTD) and the experimental group (students taught with GTD. There is a significant difference between the performance of students taught geometry before the introduction of GTD and after the treatment with GTD. ConclusionThe study, therefore, recommends that geometry tactile diagrams, an effective teaching tool, should be used to make geometry accessible to the Blind and visually impaired (BVI). This will eliminate the existing gap between sighted and visually impaired students in mathematics.