[[alternative]]Mathematical Abilities of Visual Impaired Students in Elementary School and It’s Relative Elements

[[abstract]]The purpose of the study was to investigate the mathematical abilities of visual impaired students in Elementary school and to comprehend it’s relative elements. The research methods consisted of examination, observation, and interview. By using self-constructed Elementary School Mathematical Test to evaluate the 6th grade students’ math abilities, and recording the response of visual impaired students during examination. At last, took advantage of semi-structured interviews to collect opinions about math abilities from visual impaired students and their relative persons. The findings indicated that visual impaired students’ math abilities were not good. The math abilities of students who used printed materials were Statistics and Probability、Geometry、Algebra、Number and Measurement in turn. The Braille students were Algebra、Number and Measurement、Geometry、Statistics and Probability. In the part of the wrong items, the printed students mostly made mistakes in computing, conversing solidity and capacity, adding up to interior angles, concept of solidity multiplier, and proportional scale. The Braille students mostly made mistakes in calculating, bilateral form, circular form, probability, statistical chart and broken-line graph. In relative elements of visual impaired students’ math abilities, the test scores presented that handicapped、learning media、exam time and concentration were relative. In addition, qualitative data also indicated that teachers, parents, and students themselves(People elements), resource, stereotype for professions, service which schools proived, and exam time(data elements), teaching materials, teaching aids, and assistive technology(thing elments) were also included。 By the way, participates’ opinions showed that students’ learning strategies were: 1.ask questions actively; 2.make use of AT; 3.operate practically; 4.practice repeatly. And teachers’ teaching principles were: 1.advisors’ classroom management should be austere and regularity; 2.making teaching materials and aids modelize; 3.teaching students to operate both with eyes and hands; 4.transferring abstract concept into realization; 5.making rules for itinerant classes; 6.cooperatig, communicating with teachers and parents frequently. Finally, suggestions from the results and for the future studies were provided.