Matemática para deficientes visuais

Abstract

Mathematics is a fundamental discipline for cognitive development and social inclusion for all individuals, regardless of their limitations. However, the lack of accessibility to mathematical materials and the non-adaptation of teaching methodologies can be obstacles for many visually impaired students, causing difficulties in learning and understanding mathematical concepts. The focus of this undergraduate thesis was on inclusive mathematics teaching strategies and methodologies for visually impaired students in basic education. The aim of the research was to understand how these strategies and methodologies can be adapted to meet the individual needs of visually impaired students, as well as identify the difficulties they face in the process of teaching and learning mathematics. To address this, bibliographic reviews on the topic were conducted, in addition to interviews with teachers in basic education. The results point to the need to adapt teaching strategies and methodologies to meet the individual needs of each visually impaired student, respecting their abilities and limitations. Additionally, the research identified the main difficulties faced by visually impaired students in learning mathematics, such as the lack of adapted materials and the difficulty in visualizing abstract concepts. Finally, alternatives and strategies were presented to overcome these difficulties, such as the use of tactile and auditory resources, the use of assistive technologies, and the training of teachers for inclusive mathematics teaching for visually impaired students.