Mathematics Specialized Knowledge of special education teachers to teach numbers and operations to students with visual impairments

This paper describes the mathematics specialized knowledge mobilized by three special education teachers when teaching natural numbers and arithmetic operations in a school for students with visual impairments. The results show that instruction is delivered through a guided, question-based, step-by-step approach focused on procedures. The study concludes with a call to mathematics and special education teacher educators to address the mathematical preparation of this group of teachers from a cultural and formative perspective. This involves adopting a reflective and conceptual approach to mathematics rather than a purely instrumental one.