The Teaching of Mathematics From the Point of View of Those Who Do Not See

• In Event: AERA Roundtable Session 1
  In Roundtable Session: Accessible Instruction and Universal Design for Learning: Research and Practice

Abstract

This study analyzes the teaching and learning process made available to people with visual impairments for the appropriation of mathematical concepts. A qualitative study was conducted with five blind students who attend the final years of elementary and high school, in regular schools, with other people without disabilities. Elements for analysis were selected from the episodes and discussed by the Cultural-Historical Theory: 1) self-assessment of mathematical knowledge; 2) face-to-face teaching of mathematics; and remote teaching of mathematics; 3) resources used by teachers in teaching mathematics. The results reveal that the teaching and learning process of mathematics needs to be rethought, and alternatives must be built to support teachers to teach math for visually impaired students.

Authors

• Elsa Midori Shimazaki, Universidade Estadual de Maringa

• Lucia Virginia Mamcasz-Viginheski, Faculdade Guairacá

• Marcio Pascoal Cassandre, Universidade Estadual do Maringa

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