Best practices, challenges and resources for teaching numeracy to Foundation Phase learners with blindness in South Africa

This dataset contains the data generated during a Participatory Reflection and Action (PRA) workshop and focus group held with Foundation Phase teachers who teach at a school for learners with visual impairment in Gauteng. It was collected in December 2022 as part of a masters in Educational Psychology mini dissertation. The data includes photographs of the resources used by the participants to teach numeracy to Foundation Phase learners with blindness; the concept maps generated by the participants in response to the prompt questions; the transcription of the PRA workshop and focus group; and the research journal. The data explores the questions: how are best practices for teaching numeracy to Foundation Phase learners with blindness conceptualised by teachers? Which resources may promote best practices for teaching numeracy to Foundation Phase learners with blindness? Which challenges may inhibit best practices for teaching numeracy to Foundation Phase learners with blindness?