Plain Language Summary Teachers’ views of challenges linked to mathematics that students with visual problems face in schools Mathematics is an important subject that helps individuals to successfully undertake careers in science, technology, and engineering. This subject is equally important for individuals who are unable to see well despite the use of eyeglasses. The reason for carrying out this investigation was to learn about teachers’ experiences in schools including challenges that students with visual problems encountered in primary and secondary schools in Botswana concerning the learning of mathematics. This investigation further established if the views of primary teachers and secondary teachers and those of special education teachers and other teachers differed concerning challenges of students in mathematics. A questionnaire with closed and open-ended questions was used to gather information from teachers. A total of 84 teachers shared their views. Teachers indicated that students with visual problems struggled with learning and understanding concepts, failed to solve mathematics questions, and had difficulty reading and writing braille. Teachers further noted that there was a shortage of resources in schools and lack of support, proper teaching methods, negative attitudes toward mathematics, and learning environments that are not conducive. It was also noted that the views of primary teachers and secondary teachers differed. However, it is worth noting that only teachers shared their views in this investigation and no student did so. Given the results of the investigation, strategies in mathematics regarding students with visual problems should include creating a supportive learning environment, as well as working together of all school staff and other stakeholders for the benefit of students.

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