Math Teachers' Collaborative Knowledge: Fostering Inclusive Practices for Visually Impaired Students

• In Event: Re-Mediating Subject/Subject, Subject/Object Relations in Cultural Historical Research

Abstract

The purpose is to report on the first phase of an ongoing project, which intends to propose a collective knowledge production methodology based on the Cultural-Historical Activity Theory for math teachers for visually impaired students. In this text we analyze mirror-data from twelve focus group session. In this phase, teachers from three schools that serve five blind students were monitored during the year of 2019 in order to know the current teaching practices for visually impaired students. Based on the results of our study, we are better able to understand the current difficulties, insecurities and successes in teaching for visually impaired students enrolled in public schools in Brazil.

Authors

• Marcio Pascoal Cassandre, Universidade Estadual do Maringa

• Lucia Virginia Mamcasz-Viginheski, Faculdade Guairacá

• Elsa Midori Shimazaki, Universidade Estadual de Maringa

• Sani De Carvalho Rutz Da Silva, Universidade Tecnológica Federal do Paraná