1 The ways of teaching mathematics to visually impaired students Iveta Kohanová Faculty of Mathematics, Physics and Informatics, Comenius University Bratislava, Slovakia Abstract In this paper we present overview of actual situation of teaching mathematics to visually impaired students at each level of education (primary, secondary, university) in Slovakia. Problem of accessibility of mathematics to visually impaired students has the solution in linear notation. One of the possibilities to access math is the Lambda editor, which besides the linear notation in Lambda code offers also the graphic visualization for sighted people. Hence in the second part we briefly describe the effort to integrate Lambda editor in to the teaching and study of mathematics, which is an initiative of Support Centre for Visually Impaired Students.The Lambda editor is considered as tool within the material milieu of didactical situation. 1. Overview of the actual situation 1.1. Primary schools Most of the Slovak visually impaired children (blind and partially sighted) attend special primary schools. At the lessons of mathematics they are using Braille books with tactile pictures, to make notes they use electronic notebooks and for calculations mechanical typewriter. The disadvantage of typewriter is in the first place that the way to get result of calculus takes too long, so pupils try to calculate in their minds and secondly: notation of the calculations is too verbiage, so after a while the pupil is lost. Teaching mathematics on the elementary level means first of all helping children to use and organize their experiences, which they gain from actions and interactions with the world around them. In opinion of some authors (Csocsan et al., 2002) the main goal of mathematical education is to develop an awareness of numbers and coping with different relations and dimensions. The most frequent mathematical problems of blind pupils are as follows: generalizing – finding the similarities in different activities in everyday life, translating activities and actions into mathematical language, lacking flexibility in problem solving and in calculations, translating and transferring three-dimensional objects into two-dimensional iconic forms. [Example: The blind pupil cannot understand a geometrical drawing of a cube from a perspective view because of his/her lack of visual experiences. S/he also has difficulties in enlarging and minimizing two- dimensional forms.]