Recursos didáticos no processo de ensino-aprendizagem de matemática para alunos com deficiência visual

Abstract

The inclusive school must promote respect among students and the understanding that the learning process is complex and particular. In addition, that everyone has the right to quality education. Thus, from a context of Inclusive Mathematics Education, this research has as main objective to analyze which materials can be manipulated and to propose activities that can be used in the teaching-learning process of mathematics for students with visual impairments. For this, a qualitative study of the bibliographic type was developed through a literature review in the areas of inclusive education and mathematics education. In the midst of the investigative process, research that addressed the possibilities of an inclusive school and of teaching mathematics accessible to students with disabilities was considered. In this sense, the activities built were aimed at students with visual impairments. The resources proposed for the development of the tasks were the abacus and the golden material, materials that allow the understanding of the decimal numbering system and the traditional algorithms of addition with reservation and subtraction with resource. Therefore, the results and discussions of the research pointed, from the elaboration of the mathematical activities, that it is possible to promote an inclusive mathematics education, giving new meaning to the school and, consequently, the teaching practice.