Inclusive mathematics in action: a case study of visual impairment in Basic Inclusion

Abstract

This work aims to investigate the use of concrete materials and technology in the teaching and learning process of mathematics, more specifically the plane geometry, for students with visual and/or blind disability. This work describes the research conducted with a student who has such a deficiency and at a regular school in Volta Redonda/RJ and in random days a specialized school where concrete materials and technological tools for teaching geometry were used flat, with the aid of logical blocks and geoboard (concrete materials) and the computer system speech synthesis, DosVox. Through the development of this study, it was observed that the use of concrete materials supported by technology contributes effectively, understanding of mathematical concepts. Moreover, after this study, we concluded that visual impairment does not prevent the student to learn mathematics because not see does not mean being unable to understand mathematical concepts. Despite all the limitations imposed by blindness, the student showed us that she holds incredible skills such as memorization and the ability to "see" with their hands.