Metodologias de ensino de matemática inclusivas para alunos com deficiência visual: contribuições das pesquisas em educação Matemática

Abstract

This research aims to investigate inclusive mathematics teaching methodologies for visually impaired students, surveying laws and curriculum guidelines that safeguard an inclusive mathematics education and analyzing publications on the teaching of functions and related content. With this, we intend to answer the following question: What pedagogical possibilities are presented in Mathematics Education research for teaching functions (and related contents) to visually impaired students? Thus, with the approaches presented by the authors studied, we seek to understand the methodologies and materials used in the perspectives pointed out regarding the teaching of mathematics to visually impaired students. Thus, with qualitative and quantitative approaches, we carried out the search of official documents that deal with special education and the survey of dissertations and theses defended in the years from 2016 to 2019, according to the bank of theses and dissertations of CAPES. From this, we sought to make analysis according to Mantoan (2003), where an inclusive education does not happen for a specific group of students but for an entire class, evaluating the difficulties presented by all students. As results we found the existence of a diversity of didactic materials for teachers to work with their students in the classroom, but there is still the need for more in-depth studies on these and the development of more materials.