THE USE OF STEM TECHNOLOGIES IN MATHEMATICS LESSONS WITH VISUALLY IMPAIRED HIGH SCHOOL STUDENTS

Abstract

The article highlights the problem of teaching mathematics classes for high school students with low vision, a study of factors limiting the participation of visually impaired schoolchildren in the field of mathematics, an analysis of thematic literature, the results of modern scientists in the field of using STEM technologies in mathematics lessons (Mbulaheni Maguvhe, M S Oyebanji & Ubong Sam Idiong) are summarized. Since the teacher is still one of the most important and influential factors in the formation of a child’s personality, it is important to investigate the problems of teaching mathematics to visually impaired students. Scientists have found that while technology is being incorporated into the teaching of mathematics, responsibility for its use is also evolving. Visually impaired students may experience problems in mathematics education due to the lack of accessible materials designed to support a conceptual understanding of mathematics. The purpose of our study is to summarize modern evidence-based knowledge about electronic and digital technologies for teaching mathematics among children with low vision. In addition, with the advent of digital technology student rewards have also changed. Many students today are offered computers equipped with increasingly sophisticated software, dynamic geometry and web applications that offer virtual teaching. The new educational landscape has great potential to empower students to improve learning. And in our case – to meet the needs of schoolchildren with a reduced level of vision. Assistive technology has become a tool for the exploration and study of mathematics in various areas of the curriculum. Some programs may cover many areas of mathematics, while others are designed to in-depth study of only one area. The programs are filled with content that can be customized for a wide range of learning modes, guiding the student step by step towards more open exploration. The advent of technologies of wider mathematical expressiveness has managed to influence the range of curriculum topics. Digital tools “empty of content” such as spreadsheets, graphing software, computer algebra systems (CAS) are technologies that are loosely associated with specific learning contexts, but are suitable for mathematical calculations, material creation and intelligence. These tools are more commonly used by middle and high school students. This article reflects examples of possible options for STEM technologies in teaching mathematics to high school students with a reduced level of vision.