This study investigates the methodology for teaching arithmetic concepts to visually impaired primary school students in Uzbekistan. A multisensory approach, incorporating tactile, auditory, and interactive tools, was implemented over a 12-week period for 60 students from grades 1–4. Quantitative results showed a significant improvement in arithmetic proficiency, with high-proficiency students increasing from 17.5% to 48.3%. Qualitative findings revealed enhanced engagement, confidence, and participation among students. The study highlights the effectiveness of inclusive, evidence-based pedagogical strategies in promoting mathematical literacy for visually impaired children.

visually impaired students, arithmetic concepts, primary education, multisensory teaching, inclusive pedagogy, Uzbekistan.

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