INTERNATIONAL JOURNAL OF ARTIFICIAL INTELLIGENCE
ISSN: 2692-5206, Impact Factor: 12,23
American Academic publishers, volume 05, issue 06,2025
Journal:
https://www.academicpublishers.org/journals/index.php/ijai
page 1601
TEACHING BLIND AND VISUALLY IMPAIRED STUDENTS TO ORDER NON-
NEGATIVE INTEGERS UP TO 10
Matupayeva Shohsanam Zaripboy qizi
Chirchik State Pedagogical University
PhD in Pedagogical Sciences
Abstract:
This article provides information on the methodology of teaching blind children in
preparatory groups and first grade to order non-negative integers up to 10.
Keywords:
students with visual impairments, mathematical concepts, numbers, ordering,
arithmetic operations, methodology, exercises.
Introduction
One of the primary goals of special education for children with visual impairments is to develop
their mathematical concepts. This process must account for their developmental characteristics,
primary and secondary speech defects, and specific psychological processes. Students entering
first grade come with different levels of mathematical preparedness, which necessitates
differentiated methodological approaches tailored to their cognitive abilities and visual
limitations.
Main Content
At the beginning of schooling, it is crucial to consider the nature, sequence, and quantity of
exercises as well as appropriate visual aids. The teacher should prepare students to complete a
range of exercises and, where necessary, break them down into manageable steps. This
structured sequence enables the child to engage multiple sensory analyzers, thus promoting
cognitive development.
During the preparatory phase, exercises that involve comparing objects can be used to build a
foundation for understanding numerical order. These practical tasks help develop motor actions,
which, from a correctional standpoint, are essential for forming concepts such as preceding and
succeeding numbers. This multi-level didactic strategy enhances students’ memory, visual
perception, logical reasoning, and independence.
To ensure students understand that numerical order is not dependent on spatial layout, exercises
with vertically arranged objects should be increased. This reinforces the notion that numerical
values are not influenced by object size or arrangement.
Special attention must be given to developing students’ listening, reasoning, and conclusion-
drawing skills. Teachers should guide students in developing logical thought processes,
beginning with listening and dialogue, followed by independent reflection. Distribution of
varied tactile materials also plays a significant role.
When learning to order numbers up to 10, students must understand the formation, naming, and
sequence of numbers. Visual materials assist students in learning to count and complete
practical tasks. From the start, students should be encouraged to verify both interim and final
results, fostering self-assessment skills.
Students must also connect quantity with number through regular exercises involving object
images. These exercises strengthen the ability to match quantities with corresponding numerical
values.
INTERNATIONAL JOURNAL OF ARTIFICIAL INTELLIGENCE
ISSN: 2692-5206, Impact Factor: 12,23
American Academic publishers, volume 05, issue 06,2025
Journal:
https://www.academicpublishers.org/journals/index.php/ijai
page 1602
Additionally, activities like building a “number ladder” using object templates and split
numbers help teach students to construct a natural number sequence. The number ladder can be
customized to suit each student’s visual capabilities, and card-based exercises support number
sequencing and recognition.
Comparative tasks involving pairs of numbers enhance students' understanding of inequalities.
Visual comparisons are initially made with objects, and later with numerical symbols and
inequality signs. Such exercises build precision and reinforce the understanding of "greater
than" and "less than."
Working with number lines develops spatial orientation and allows students to quickly identify
necessary numbers, understand inequalities, and correctly place numbers. The teacher adjusts
the level of support and complexity based on students’ developmental levels and learning pace.
Exercises with cards also reinforce verbal mathematical accuracy.
Mathematics education is vital for every student, and it requires specialized approaches for
blind and visually impaired learners as well. Teaching students to order whole non-negative
integers from 0 to 10 is a crucial step in reinforcing their mathematical foundations. This article
discusses effective methods and tools for teaching number ordering to blind and visually
impaired students.
1. Adapting Traditional Learning Materials
Adapting conventional tools is essential when teaching math concepts to blind and visually
impaired students. For example, tactile materials, Braille notation, and audio-based devices
enable students to feel and understand numbers through touch and sound.
2. Tactile Number Lines
Tactile number lines are an effective tool for helping visually impaired students grasp
numerical relationships. These raised or textured lines allow students to sense the increasing or
decreasing order of numbers through touch.
3. Real- Life Examples
Connecting math concepts to everyday life improves understanding. For example, students can
learn to order numbers using familiar objects they encounter daily.
4. Adapted Games and Activities
Interactive games and hands- on activities increase engagement and reinforce learning. You can
create number- ordering games using tactile materials to make the process both fun and
effective.
5. Individualized Approach
Each student has unique abilities and needs. Adopting an individualized teaching approach
ensures that students learn number ordering in ways that suit their personal learning styles.
Conclusion
Teaching blind and visually impaired students to order whole numbers from 0 to 10 requires a
diverse toolkit: tactile materials, real- life examples, interactive games, and personalized
instruction. By integrating these methods, educators can enhance the effectiveness of learning
and support deep mathematical comprehension.
References:
1. Malysheva O.V. (2014). Development of Oral Calculation Skills in Primary School
Children with Visual Impairments.
INTERNATIONAL JOURNAL OF ARTIFICIAL INTELLIGENCE
ISSN: 2692-5206, Impact Factor: 12,23
American Academic publishers, volume 05, issue 06,2025
Journal:
https://www.academicpublishers.org/journals/index.php/ijai
page 1603
2. Jumayev M., Matupayeva Sh. (Year). Recommendations for Organizing Creative Work
with Primary School Students in Mathematics-Specialized Classes.
3. Qodirova F., Matupayeva Sh. (2022). Methodology of Teaching Mathematics (in Inclusive
Education). “YANGI CHIRCHIQ BOOK”, Tashkent.
4. Jumayev M.E. (2005). Theory and Methods of Elementary Mathematics. Tashkent.
5. Matupayeva Sh. (2022). Developing Mathematical Concepts in Inclusive Education.
Proceedings of the International Scientific-Practical Conference “Social and Psychological-
Pedagogical Foundations of Continuous Professional Development in Education.”
Tashkent. pp. 217–221.
