Kit Braillemática: an assistive technology resource to promote autonomy and accessibility in inclusive mathematics

Abstract

Educational inclusion for students with Visual Impairment (VI) faces a critical challenge in mathematics teaching, imposed by the scarcity of didactic materials that translate abstract concepts—notably in Algebra—into accessible formats. This shortfall limits the construction of tactile meaning and restricts the students' academic autonomy. To address this gap, this study reports on the development and evaluation of the Braillemática Kit, an Assistive Technology (AT) resource configured as a magnetic board with Braille and print pieces, designed to facilitate the manipulation and representation of complex algebraic expressions. The research employed a qualitative approach, featuring cycles of refinement and evaluation within real classroom contexts. The results demonstrated the Kit's effectiveness in promoting engagement and meaningful learning, attested by reports from both teachers and students. Although challenges related to the durability of the artisanal prototype and the need for continuous refinement were identified, the project highlights the potential of the product as a tangible innovation for strengthening autonomy and consolidating accessibility in Inclusive Mathematics Education.