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Abstract
Background: Considering the visual nature of mathematical concepts in elementary school, the learning
process of these topics is different for visually impaired students and normal children.
Purpose: The present research seeks to discover and identify the lived experience of visually impaired students
and their mothers from encountering a math curriculum with a student-centered approach.
Method: This research was conducted with a qualitative approach and interpretive phenomenology method.
The participants included 12 mothers with visually impaired or blind children and 14 visually impaired primary
school students (7 girls and 7 boys) studying in the second to sixth grades. The data collection tool is in-depth
exploratory interviews, which were analyzed using Van Menen's thematic analysis method.
Findings: The experience of the participants shows that the content of the current math curriculum for this group
of students has two major modes: 1) the ability to mentally calculate, manipulate and apply in real life and 2)
the ability to learn in case of adaptation. visual In line with the types of adaptations, the themes of adaptation of
books, tools, teaching methods and evaluation are also included. The participants stated that learning most of
the mathematical topics is associated with difficulty and is rarely used in daily life.
Conclusion: According to the findings of this study, it is suggested that adaptations of content, textbooks,
tools, teaching and evaluation methods in the design and implementation of mathematics curricula for visually
impaired students. To be considered by the planners.
 

Keywords: Design, math curriculum, student-centered curriculum, visual impairment

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