Potencializando o cálculo mental para estudantes com deficiência visual por meio de jogos

Abstract

This research discusses the formation of mathematical thinking in visually impaired students, seeking to recognize conditions for learning mathematical content through learning situations, in this case, games. For the purpose of analyzing or developing the mental calculation of a visually impaired student, of ninth grade to the public school of Paraná, use basic arithmetic operations, perform adapted games during learning situations. The theoretical foundation is based on the principles of inclusive education, allowing for legal documents such as the Law of Guidelines and Bases (BRASIL, 2017), the Statute of Persons with Disabilities (BRASIL, 2015) and researchers like Kranz (2011). It also presents a discussion about games as an instrument for teaching mathematics from the perspective of authors such as Moura (1992; 2010), Muniz (2014), Grando (2000), among others, in addition to bringing ideas about mental calculation and some relations with working memory, according to Almeida and Antunes (2005), Corso and Dorneles (2012), etc. A research is based on the investigation of adaptations, and on the development of games that can enhance mental calculation, using basic arithmetic operations, considering here the principles of using games for teaching mathematics and the perspective of Universal Design for Learning (KRANZ, 2011). From this research, games were created that enabled the ability of the blind student, in addition to enhancing their mental calculation strategies and generating inclusion and interaction between students.