Motivational Factors Affecting the Mathematics Learning Process in Students With Visual Impairments: Perspectives of Teachers and Students
Journal of Visual Impairment and Blindness, cilt.120, sa.4, ss.383-399, 2026 (SSCI, Scopus)
- Yayın Türü: Makale / Tam Makale
- Cilt numarası: 120 Sayı: 4
- Basım Tarihi: 2026
- Doi Numarası: 10.1177/0145482x261465013
- Dergi Adı: Journal of Visual Impairment and Blindness
- Derginin Tarandığı İndeksler: Social Sciences Citation Index (SSCI), Scopus, Agricultural & Environmental Science Database, CINAHL, EBSCO Education Source, Education Abstracts, Educational research abstracts (ERA), ERIC (Education Resources Information Center), MLA - Modern Language Association Database, Psycinfo, Public Affairs Index, MLA International Bibliography, Academic Search Ultimate (EBSCO), Social Science Premium Collection (ProQuest), Biomedical Reference Collection: Corporate Edition (EBSCO), Education Collection (ProQuest), Education Source Ultimate (EBSCO), Health Research Premium Collection (ProQuest), Psychology & Behavioral Sciences Collection (EBSCO), Sociology Source Ultimate (EBSCO)
- Sayfa Sayıları: ss.383-399
- Anahtar Kelimeler: mathematics education, motivational factors, qualitative research, special education, visually impaired students
- Bilecik Şeyh Edebali Üniversitesi Adresli: Evet
Özet
Introduction: This study examines the motivational challenges and educational experiences of students with visual impairments in learning mathematics, emphasizing the crucial role of teacher competency and instructional materials. It highlights the growing need for specialized educational strategies to support these students, reflecting broader trends in special education for learners with visual impairments. Methods: Employing a qualitative case study approach, this research involved interviews with two experienced teachers and seven visually impaired students. Data were collected through in-depth interviews focusing on their experiences and the motivational factors affecting their learning process. Results: The findings indicate that both teacher-related factors (such as pedagogical approaches, instructional attitudes, and training) and environmental aspects (such as the availability of tactile materials and the timing of lessons) significantly influence student motivation and learning outcomes. Key factors include teachers’ attitudes, the adequacy of learning materials, students’ desire to succeed, and societal perceptions of individuals with visual impairments in mathematics. Notably, students reported greater engagement during morning lessons and emphasized the importance of individualized support from teachers. Discussion: The study underscores the disparity in educational experiences between students with visual impairments and their sighted peers, driven by both intrinsic and extrinsic motivation. It also highlights the critical role of teacher preparedness and the need for specialized teaching methods that address the unique needs of visually impaired students. Implications for Practitioners: This research suggests that practitioners should focus on developing pedagogical strategies that are inclusive and considerate of sensory impairments. There is a pressing need for educational policies that advocate for and facilitate the provision of appropriate resources, supporting a more equitable learning environment for visually impaired students.