Exploratory Study on Geometric Learning of Students with Blindness in Mainstream Classrooms: Teachers’ Perspectives Using the Van Hiele Theory

Ensuring mathematics education for all learners, including students with blindness learning in mainstream classrooms, is crucial. This exploratory research aims to clarify the characteristics of geometric learning among students with blindness and to identify the factors contributing to the challenges faced by this population. The Van Hiele theory of geometric thought served as a reference framework. Qualitative data were gathered through group interviews with specialists in the field of education for students with blindness and analyzed using inductive analysis. Participants affirmed that students with blindness progress through Van Hiele levels of geometric thought in a manner similar to sighted students, suggesting that much of the learning can take place alongside sighted peers in mainstream classrooms. However, they also highlighted the unique challenges these students face in reaching level 0, a level where students recognize shapes without a formal understanding of their properties or attributes. Among the reasons for these challenges were that for these particular students, subskills, such as bimanual exploration, hand coordination, and cognitive integration, are required to reach level 0. The study also identified the necessity for specialists in visual impairment education to guide students using appropriate tasks and learning materials that reflect the characteristics of haptic perception. Since level 0 serves as a gateway to both basic and advanced geometry, the findings underscore the importance of providing differentiated support that targets these subskills early in students’ schooling. To ensure meaningful geometry instruction, mainstream teachers are encouraged to collaborate with specialists in visual impairment education, who can guide the selection of appropriate learning tools and support the development of the subskills.