ASSISTIVE TECHNOLOGIES AND INSTRUCTIONAL MATERIALS FOR MATHEMATICS EDUCATION OF THE VISUALLY IMPAIRED IN MEXICO

Abstract

Mathematics education for the visually impaired presents unique challenges that require specialized instructional materials and assistive technologies to ensure accessibility and effective learning. This paper provides a retrospective analysis of the development and use of assistive technologies and instructional materials for mathematics education of the visually impaired in Mexico. It examines the evolution from traditional tactile and braille-based resources to modern computer-assisted tools, including screen readers, audio-based learning systems, tactile graphics, and interactive software. The study highlights key educational initiatives, institutional efforts, and technological advancements that have contributed to improving mathematical understanding and inclusion for visually impaired learners. By analyzing past practices and technological progress, the paper identifies strengths, limitations, and gaps in existing approaches. The findings emphasize the importance of integrating pedagogical design with technological innovation to promote inclusive mathematics education. This retrospective aims to inform educators, policymakers, and researchers about effective strategies and future directions for enhancing mathematics learning opportunities for visually impaired students in Mexico