This chapter presents an overview of mathematics education for people with visual impairments (VI), articulating conceptual foundations, research on tactile perception, and pedagogical practices. Initially, it discusses the definition and classification of VI according to clinical and educational criteria, highlighting the distinction between blindness and low vision and the centrality of functionality in the school context. Next, it delves into the role of the tactile system, especially haptic perception, as a fundamental pathway to knowledge. Research reviews indicate that people with congenital blindness tend to exhibit superior haptic performance, particularly in the recognition of three-dimensional objects. Studies also address exploratory strategies, symbol identification, the use of assistive technology, and the development of tactile psychometric tests. In the field of mathematics, the chapter highlights evidence related to the predominance of visual resources, insufficient teacher training, and limited access to adapted materials. It emphasizes the importance of Braille mathematics, three-dimensional manipulable materials, and assistive technologies such as transcription software and the production of embossed graphs. Finally, the chapter concludes that teaching mathematics to students with visual impairments requires intentional planning, accessible resources, and valuing tactile exploration as a legitimate way of constructing knowledge.