O Ensino de matemática para deficientes visuais

Abstract

This was a research in the area of Mathematics Education, in a qualiquantitative approach, it was a State of the Art on Teaching Mathematics to work in Inclusive Education for students with visual impairments, the time frame chosen was from 2017 to 2021. If specifically academic works on the subject on screen, with 11 dissertations and 3 theses, they were part of Godinho's studies (2022), these works formed the corpus of this research. This study aimed to investigate the teaching methodologies of inclusive mathematics used to teach students with visual impairments, seeking to highlight the mathematics content explored and the didactic resources used, through research published on the Brazilian Digital Library of Theses and Dissertations (BDTD) platform. ) from 2017 to 2021. In order to support this research, authors such as Freire (1996), Ferronato (2002), Minayo (2014), Abreu (2013), Brasil (2015), Gil, (2002), Silveira (2017), Lima and Filha (2017), Market (2020), among others. From the analysis of dissertations and theses, we built 3 categories of analysis, namely: Teacher training; teaching-learning and school inclusion. The interpretative analysis of the listed categories tells us that despite the advancement of school inclusion, there is still much that can be done to achieve a quality inclusive education. Because of this, it was found that there are a variety of teaching resources for teachers to work with their students in the classroom, but there is still a need for in-depth studies on these and development.