Effectiveness of the Copy-Cover-Compare Strategy in Teaching Nemeth Mathematical Braille Expressions to Students with Visual Impairment

The acquisition of mathematical Braille literacy remains a significant challenge for students with visual impairments, particularly in mastering the Nemeth Code for mathematical expressions. Traditional instructional approaches often emphasise repetitive drills without incorporating evidence-based learning strategies that promote retention and independent learning. The present study examined the effectiveness of the Copy-Cover-Compare (CCC) strategy in teaching Nemeth mathematical Braille expressions to students with visual impairment. A quasi-experimental pretest-posttest control group design was employed. 30 students with visual impairments in upper primary and secondary grades were selected from specialised schools and randomly assigned to experimental and control groups. The experimental group received instruction using the CCC strategy, while the control group received conventional Braille mathematics instruction. Data were collected using a researcher-developed Nemeth Mathematical Braille Achievement Test and an Error Analysis Checklist. The intervention was conducted over eight weeks. Statistical analyses revealed significant improvements in the experimental group's performance in accuracy, retention, and independent reproduction of Nemeth mathematical expressions. The experimental group demonstrated substantially higher post-test scores compared to the control group. Furthermore, error rates in symbol identification, expression transcription, and operational notation were significantly reduced among students exposed to the CCC strategy. The findings support the effectiveness of CCC as an evidence-based instructional intervention for enhancing mathematical Braille literacy. The strategy promotes active engagement, retrieval practice, self-monitoring, and immediate feedback, thereby strengthening learning outcomes. The study recommends incorporating CCC into mathematics instruction for students with visual impairments and highlights its potential to improve accessibility and achievement in STEM education.