Educational Research (ISSN: 2141-5161) Vol. 2(11) pp. 1661-1666 November 2011 Available online@ http://www.interesjournals.org/ER Copyright © 2011 International Research Journals Full Length Research paper Study of the effect of efficiency and teachers’ opinions about cooperative learning on perception of mathematical conceptions for blind students Maryam Najafi*, Mohsen Rostamy-Malkhalifeh, Poorya Pezeshki and Parvaneh Amiripour Department of Mathematics, Science and Research Branch, Islamic Azad University, Tehran, Iran. Accepted 18 October, 2011 The necessity of special education has been studied in regard to various views in present decade. Study of these views has led to implementation of modern method instruction in present research in mathematics class of blind students. The aim of this research is to study the effect of cooperative learning on perception of mathematical conceptions in elementary blind students and opinions of their teachers in Tehran. Research method is quasi-experimental. Cooperative learning method is performed on 40 blind students in third grade through cluster sampling. Twenty (20) opinions of teachers related to blind students were taken and it is shown that implementing cooperative learning is proper for elementary blind students in perception of mathematical conceptions field through math exam, questionnaire and statistical analysis; independent samples and one sample sign tests with meaningful level of 0.05. Keywords: Mathematics education, cooperative learning, mathematical conception, teachers, blind students. INTRODUCTION Special children are people that depend on special education and services until they can use their whole human capacity. They need special education because their defects differ in one or several categories such as; those who do not have brain, learning disabilities, emotion disorders, physical disabilities, verbal disabilities, auditory agnosia and visual agnosia (Halahan et al, 1999). A blind person who has weak vision cannot use visual methods and his or her vision rate is less than 20/200; and/ his or her vision angle is less than zero degree (Shafiee et al., 2006). Experience of education is visual in normal classes, but same instructional principles can be used for blind students through changes in methods (Maher, 1999). Often, specialists believe that they can use same general method for both the blind and perspicacious students; although some changes are needed, but they need instructional principles which they rely on to achieving more information themselves (Javadian, 1998). If instruction emphasizes learning dynamic sense and auditory, for visual amnesia students, it is very beneficial *Corresponding Author E-mail: maryam0866@gmail.com. (Mehrmohammady, 1995). Blind people need special instruction for efficiency in relating to society and to be independent (Shafiee et al., 2006). Piheyz (1941) believes that blindness does not lead to less intelligence automatically. Based on neurotic structure, and because the blind have disability in one of their senses, their other intelligent hemisphere which relates to logical and mathematical analysis is more active than that of other people. Most blind people have higher quantity of intelligence, and if combined, this intelligence leads to self-belief, allowing the achievement of great success. Mathematical learning is not impossible to the blind unless one has difficulty in learning mechanically. This is because some blind people have intelligence and penchant to mathematics learning like common people; blinds differ in capacity and level learning like common people. In general, if mechanism of instruction is correct and proper to their learning capacities, there will not be problem in passing instruction to the blind (Behbahany, 2005). Learning has different procedures and methods; and traditional learning which has enveloped our education for several years does not respond to the needs of students and teachers (Parsa, 1997). Direct instructional methods were unilateral and obligation of teacher is to