From 2D to 3D: Teaching Geometry to Blind Students Through Origami

Written by Lindy van der Merwe

Published on September 29, 2025

Our world is comprised of countless tangible shapes and objects that most children learn about using all their senses. A large part of conscious and subconscious learning occurs through visual observation. For children who are blind or have impaired vision, learning is accomplished by using the remaining senses and integrating them to form a representation of their surroundings. In other words, by employing the ability to “see” through the mind’s eye.

Increasingly, we are living in a world where we must move seamlessly between two-dimensional representations (ie, a visual or tactile image on a screen) and the three-dimensional real world, which can be experienced by feeling or seeing height, length, and depth.

Developing strong spatial reasoning and a real understanding of how things are represented visually is becoming even more important for those with impaired vision, as we learn to use and interact with technologies in new ways. Being able to understand and take full advantage of new hardware such as refreshable tactile displays and AI-generated image descriptions will not only be important for daily life (like using a tactile map to navigate a large university campus, for example), but also for students who wish to study and pursue careers in science, technology, arts, mathematics, and related fields, including statistics.

Furthermore, as the digital world becomes more integrated into our daily lives (think of smart glasses interacting with the physical environment), it will become essential for blind people to understand the world in a more “visual” way. 

Tangible Objects and Tactile Graphics

When teaching about 2D and 3D objects, research and the experience of teachers of the visually impaired consistently highlight the importance of starting with tangible objects. This is the foundation of a blind child’s understanding of the world, enabling them to manipulate and explore objects to comprehend concepts like length, width, height, and volume. For example, a teacher might use a real ball to represent a sphere and a wooden block to represent a cube.

As learning continues, 2D tactile graphics in the form of drawings or diagrams become essential tools. These can be created using specialized machines and/or paper, or even craft materials like foam stickers, string, and textured paper. Various tactile tools like rulers, protractors, and drawing boards have been developed and may be used for teaching STEM subjects, while online and software solutions also make a huge difference in these areas.

Newer devices such as the Monarch, DotPad, and Braille Doodle add even more possibilities. Moreover, 3D printing technology has enabled us to create accurate representations of physical objects and complex 3D concepts, allowing blind and low-vision students to gain a more comprehensive understanding. Just think of a 3D print of structures like the Eiffel Tower, Table Mountain, or Stonehenge. 

Origami as a Teaching Tool

It is not surprising that in a subject like geometry, it is best to use a combination of tactile, auditory, and interactive tools to help students build spatial reasoning and mathematical understanding.

As part of this interactive method, origami—the art of folding paper—has consistently proven to be an effective teaching tool. It is inexpensive, easy to implement, and lends itself to active learning and inclusive participation in group settings where blind and sighted students are taught together.

In simple terms, we can think of a 2D shape as flat (a piece of paper), while a 3D object has volume and occupies space. One of the most fundamental 3D shapes is the cube, with its six identical faces, 12 edges, and eight vertices.

Making an Origami Cube

The activity below is an easy way to teach the concept of a 2D-to-3D transformation while making a nifty gift box, a decorative object, or a die to play games with. As an art activity, it is mess-free and follows traditional origami style, with no cutting or glue.

Materials Needed

• 8 square sheets of fairly stiff paper, such as thin card stock, cereal boxes, or similar. Braille paper also works well, with the added benefit that braille markings show up clearly and last longer.
• Squares of around 10 cm make a usable die, leaving enough space for braille, tactile, or large-print markings.
• Instructions for making squares from rectangular paper are available on Access Origami.
• Alternatively, squares may be cut from a template or at a stationery shop. 

Step-By-Step Instructions

This model is a simplified variation of the Easy Cube. It makes use of modular origami, where simple folded units are joined together to form a final object, usually without tape or glue. Unlike folding a single object, such as a heart or a boat, modular origami lends itself to teamwork and group participation.

Before starting, it is a good idea to explain to learners that their first attempt may not turn out perfect. They should know that origami is a skill that can be practiced. For this reason, children should be encouraged to fold a model more than once, either in a subsequent lesson or as homework. 

Presenting a well-folded model to students beforehand can help them understand what they are aiming for and serve to convince them that the feat is, indeed, achievable.

Phase 1: Folding a unit

Step 1: Place the square with its edges left and right, top and bottom.

Step 2: Fold the left edge over to meet the right edge. Line up the edges and the corners and hold these in place while creasing the paper along the folded edge. Unfold the paper flat to reveal a vertical valley crease.

Step 3: Now fold both the left and right edges inwards to meet the center crease. Leave folded. You will have what is known as the “cupboard fold” in origami.

Step 4: Lastly, fold the rectangle in half by bringing the bottom edge up to meet the top edge.

Make a strong crease and unfold halfway so that the unit becomes 3D, with a 90-degree angle.

One unit is complete.

Phase 2: Making more units

Step 5: Make seven more similar units.

Phase 3: Explanation and Organization

Step 6: Before continuing, it is important to explain the parts of the unit and to point out that it is 3D in its “half-open” state. The idea of flaps going into pockets is one of the fundamental concepts of modular origami. Once we understand where the pockets and flaps are located on each unit, the assembly can begin. In this case, half of each unit will function as a pocket and the other half as a flap. This concept will become clear in the first step of the assembly below.

Step 7: If different colors or textures are used, students should be helped to think about and then organize their squares so the assembly ends up being symmetrical. Likewise, if the numbering for each unit has already been added, this should also be considered. Keep in mind that of the 8 modules, 2 of them will be hidden on the inside of the cube and will thus not be visible.

Phase 4: Assembly

Step 8: Place all units down with their smooth sides facing the table and their central slits running from left to right. Note that the units will not lie completely flat because of the valley fold we have made in Step 4 above. We don’t want the units completely flat in any case, so it is fine if they lean at an awkward angle at this time.

Step 9: Mentally number the units from 1 on the left to 4 on the right.

Step 10: To join our first two units, carefully open the flaps on the right side of unit 1 about halfway and insert the left side of unit 2 so it covers half of unit 1. You should have a neat, 90-degree corner where the units join.

Step 11: Close the flaps of unit 1 and press it flat so half of unit 2 is now hidden.

Step 12: Repeat the two previous steps with units 3 and 4 so you form a long, connected strip.

Step 13: To form our strip into a closed structure, pick up the ends, bringing them together, making sure to tuck the edge of unit 1 into the opened flaps of unit 4. You should now have a “square block” without a top or bottom. Do not press the corners of the block tightly closed yet.

Step 14: Make another similar shape, with the four remaining units, pressing the sides and corners together all the way.

Step 15: Take the first square shape and place it flat on a table with one of its open sides facing the ceiling and the other facing the table. Hold the second square so that the open sides are at the left and right, and insert it into the first shape from the top. Put in another way, let the smaller Figure 2 sink into the slightly larger Figure 1.

Step 16: Press all sides and corners gently inwards to complete your cube. 

Variations

The useful game piece

• Numbers or other large-print or braille markings may be added to each unit before folding. Alternatively, bump dots or stickers can be added once the cube is assembled.
• A small, light object, such as a bell from a pet or craft store, can be placed inside the cube to make it audible.
• Use a large box to contain the cube when it lands.
• Explain the action typically used to “throw” dice in games, as this may not be obvious to a totally blind student.
• Consider other ways to let the cube tumble or land randomly on one of its six faces.

The artistic decoration

Apart from marking a cube for games, students can also make it into an artistic object, allowing for creativity and the exploration of concepts like color, symmetry, and texture as elements of design.

• Color: Students should be aware of color theory and of the importance it holds in art and as part of design in general.
• Symmetry: A regular geometrical shape like this cube may be discussed in terms of its symmetrical properties.
• Texture: Students can think of ways to add texture to the units of this cube, e.g. by crumpling, accordion folding, or covering squares with braille symbols.

The handmade gift box

This cube doubles as a gift box for holding something special. It can be personalized with embellishments and, once the gift is removed, the two parts of the cube can be reassembled for reuse.

If children seem keen or interested in learning more about origami, a search for “origami for kids” or something similar will provide lots of options for parents or teachers to investigate.

Many sites have dedicated pages for origami and other paper crafts with ideas that will ensure that learning is practical and also lots of fun.

The Accessible Origami Project has been working to make origami more accessible since 2009, mainly because, though it is a tactile art, instructions are most often provided in a visual format. Therefore, the tutorials on the site are extensive and text-based. Most models have a link that will lead a sighted parent or teacher to a place where some visual instructions may be found. As children learn to read and use assistive technology, they should be able to use the instructions on the website independently. There are currently around 160 tutorials for all skill levels.

Teachers, parents, or anyone interested are always welcome to contact me by emailing accessorigami@gmail.com.

Resources

• Access Origami
• Origami as a Tool to Teach Geometry for Blind Students
• 3D Printing Resources
• Braille Doodle 2025: The Ultimate Braille Learning and Creativity Tool