This research investigates Cubarithm’s semiotic potential in enhancing early mathematical learning for children with visual impairments. Cubarithm stands as the quintessential artifact for arithmetic teaching–learning in the context of visual impairments. Drawing from existing literature on multisensory and semiotic approaches in mathematics education, the study conducts an a priori analysis of this artifact. It explores if and how Cubarithm, when effectively utilised by knowledgeable teachers, may contribute to creating an inclusive mathematics education environment. Despite its potential, Cubarithm is often underutilised and underexploited in the classroom, underscoring the critical role of educators. By examining Cubarithm’s intricate semiotic relationships within the context of inclusive education, the tool’s learning transformative potential is described. It emphasises the significance of teacher expertise in shaping the future of mathematical education for visually impaired learners.