Abstract

The relationship between mathematics education and visual impairment has historically fallen short in providing learners with meaningful access to mathematical understanding, often relying on practices that limit students' agency. This study analyzes the work of three teachers at a Chilean special school for blind students. Their lessons were recorded, transcribed, and examined using the NCTM's eight effective teaching practices as the analytical framework. The findings reveal a persistent emphasis on memorization and procedural reproduction, with few opportunities for reflection, reasoning, or engagement with multiple representations. These instructional patterns constrain students' access to a full mathematics education and highlight structural tensions that warrant attention.