Assistive Technology in Inclusive Mathematics Education for Students with Visual Impairments: A Conceptual Framework
0 visualizações desta ficha 0 acessos ao texto completo Contagem real do Portal desde 25/09/2026; tráfego comum, sem testes; quem desativa o rastreamento no navegador não é contado.
Resumo
Assistive technology is recognized as a crucial facilitator of inclusive education, especially in increasing access to the mathematics curriculum for students with visual impairments. Mathematics instruction heavily relies on visual aids such as graphs, diagrams, and symbols, which can pose significant barriers for students with visual impairments in mainstream classrooms. This study aims to develop a conceptual framework to explain how assistive technology effectively improves mathematics learning outcomes for students with visual impairments in inclusive environments. The framework integrates technological factors like accessibility and usability of assistive tools with contextual elements such as teacher and institutional support. Drawing on various theoretical models, including Universal Design for Learning, Social Constructivism, the Technology Acceptance Model, and the UNESCO AI Competency Framework for Teachers, this research seeks to synthesize existing literature to identify key mechanisms behind technology-enhanced learning. Prior research indicates that accessible assistive technologies are vital for increasing student engagement in learning activities (Fernández-Batanero et al., 2022; Shoaib et al., 2023). Moreover, accessible technologies play a critical role in fostering students’ independence and understanding of the world (Adnan et al., 2025; Muradyan, 2023). Ndayambaje et al. (2025) and Alimović (2024) demonstrate that teacher competence and infrastructure are crucial for the successful implementation of assistive technologies in inclusive education settings. This paradigm offers theoretical guidance for future empirical research.
Dados da obra
- Tipo
- Artigo
- Periódico
- Synergy International Journal of Multidisciplinary Studies, v. 3, n. 1, p. 49-59
- Ano
- 2026 (2026-03-01)
- Idioma
- en
- Palavras-chave
- assistive technology; inclusive education; mathematics education; visual impairment; conceptual framework; Universal Design for Learning; social constructivism; technology acceptance model; teacher competence; accessibility; usability; student independence; teacher support; institutional support
- Temas
- Acessibilidade, Currículo, Inclusão
- DOI
- 10.63960/sp.2026.sijmds.3.1.63
- ISSN
- 3048-7005
- Licença
- cc-by
- Acesso
- Download disponível
- Fontes
- OpenAlex
- Na Biblioteca desde
- 01/10/2026 · verificada em 03/10/2026
Como citar
ABNT
SHAHZAD, Mohd.; RAY, Saurabh; PANIGRAHI, Abhishek. Assistive Technology in Inclusive Mathematics Education for Students with Visual Impairments: A Conceptual Framework. Synergy International Journal of Multidisciplinary Studies, v. 3, n. 1, p. 49-59, 2026. DOI: https://doi.org/10.63960/sp.2026.sijmds.3.1.63.
APA
Shahzad, M., Ray, S., & Panigrahi, A. (2026). Assistive Technology in Inclusive Mathematics Education for Students with Visual Impairments: A Conceptual Framework. Synergy International Journal of Multidisciplinary Studies, 3(1), 49-59. https://doi.org/10.63960/sp.2026.sijmds.3.1.63
BibTeX
@article{shahzad2026,
author = {Shahzad, Mohd. and Ray, Saurabh and Panigrahi, Abhishek},
title = {Assistive Technology in Inclusive Mathematics Education for Students with Visual Impairments: A Conceptual Framework},
year = {2026},
journal = {Synergy International Journal of Multidisciplinary Studies},
volume = {3},
number = {1},
pages = {49-59},
doi = {10.63960/sp.2026.sijmds.3.1.63},
language = {en}
}RIS
TY - JOUR AU - Shahzad, Mohd. AU - Ray, Saurabh AU - Panigrahi, Abhishek TI - Assistive Technology in Inclusive Mathematics Education for Students with Visual Impairments: A Conceptual Framework PY - 2026 JO - Synergy International Journal of Multidisciplinary Studies VL - 3 IS - 1 SP - 49 EP - 59 DO - 10.63960/sp.2026.sijmds.3.1.63 LA - en ER -
Referência gerada automaticamente a partir dos metadados das fontes; confira com o documento original. Baixar BibTeX · Baixar RIS
Obras relacionadas
Obras do acervo corrente com mais temas em comum.
-
Ensino de Matemática em Libras no YouTube: delineando o Estado do Conhecimento
Revista de Investigação e Divulgação em Educação Matemática, v. 10, n. 1
-
HORTA ESCOLAR: DIMENSÃO AFETIVA DA ETNOMATEMÁTICA E ACESSIBILIDADE CURRICULAR NA CONVIVÊNCIA PEDAGÓGICA
Revista Areté | Revista Amazônica de Ensino de Ciências, v. 27, n. 41 · DOI 10.59666/arete.1984-7505.v27.n41.5220
-
Aplicación del Diseño Universal para el Aprendizaje en la creación de estrategias pedagógicas para la enseñanza de Matemática en estudiantes con necesidades de aprendizaje.
Revista Científica Multidisciplinaria Tsafiki, v. 3, n. 1 · DOI 10.70577/e9fge774
Download disponível Baixar PDF na fonte: Aplicación del Diseño Universal para el Aprendizaje en la creación de estrategias pedagógicas para la enseñanza de Matemática en estudiantes con necesidades de aprendizaje. (abre em nova aba) Acessar texto completo: Aplicación del Diseño Universal para el Aprendizaje en la creación de estrategias pedagógicas para la enseñanza de Matemática en estudiantes con necesidades de aprendizaje. (abre em nova aba) -
Inclusão e diversidade na Educação Matemática
Revista Paranaense de Educação matemática, v. 15, n. 37 · DOI 10.33871/rpem.2026.15.37.11912
-
O ENSINO DE MATEMÁTICA E A EDUCAÇÃO INCLUSIVA: UMA ANÁLISE DOS PPCs NA AMAZÔNIA LEGAL
Areté., v. 24, n. 38 · DOI 10.59666/arete.1984-7505.v24.n38.5276
Em verificação