International overview of publications on mathematics education for blind learners

Abstract

 The demands in the classroom from a teaching perspective have modified social activities of teachers in recent times. One of these refers to inclusive mathematics education that has permeated different levels and educational modalities in recent decades, from early childhood education to postgraduate programs. Given this, this text presents the result of a mapping of international publications on mathematics education involving blind learners, carried out in the year 2021, during the course of subject Forum for Debates in Research in Mathematics Education, in the Professional Doctorate major in Education in Science and Mathematics (EDUCIMAT), from the Federal Institute of Espírito Santo (Ifes). To do so, it presents a contextualization about the insertion of these students, also public of special education in Brazilian schools, and the investigative needs in the teaching and learning processes in regarding the educational scenario. Mapping was used as a methodological option, presenting the surveys mapped internationally and their characteristics, with the aim of seeking approximations and particularities arising from the analysis of the results obtained in these investigations. It stands out as a result that the identified international research is centered in the field of geometry teaching – which demonstrates the need to broaden the discussions to other objects and mathematical concepts such as the field of arithmetic and algebra –, and that it still needs to advance to other modalities and levels of teaching beyond basic education.