Tertiary mathematics teaching to VI students and the role of assistive technologies: a systematic review

This dataset presents a systematic review of the literature to establish what research has been published on mathematical education for VI students in tertiary education. The primary goal is to provide insights regarding the role and range of technologies in the teaching of mathematics to VI students. The systematic review adheres to the guidelines of the PRISMA 2020 framework using two databases (Scopus and Web of Science (WoS)). After a rigorous screening process, 64 records were included for final analysis. Through an inductive analysis, four themes were identified, namely: the different aspects of ‘access’, the nature of mathematics as a knowledge field, the impact of e-learning, and the range and appropriateness of technological solutions. This systematic review identified various factors that impact VI students' learning journeys in mathematics education at the tertiary level. As such, the findings will assist lecturers, institutions, student-support staff, and policymakers with a useful baseline to develop context-appropriate interventions. The analysis, furthermore, provides several pointers for future research.

Visually impaired (VI) students are underrepresented in mathematical subjects at tertiary institutions. In addition to vision loss, VI students face a number of challenges when it comes to mastering mathematics in an undergraduate setting, including access to trained educators, a lack of supportive and appropriate pedagogies and assistive technologies, socio-economic challenges, and the unique nature of mathematics.