Uma ferramenta para elaboração de conceitos matemáticos para estudantes com deficiência visual: gráfico em pizza adaptado

Abstract

The research aims to develop a handled didactic material for the development of graphics in sectors or in pizza for students with visual deficiency. Of applied nature and qualitative approach, it makes use of a case study as a research strategy. It was carried out in an elementary school in the special education modality for people with visual deficiency located in a city in the interior of the state of Paraná. As a participant of the study, two (2) students with visual deficiency and the teacher responsible for the school support service. The Adaptable “Pizza Graphic” manipulative material was developed and improved as readjustments were needed, the final version was validated by the students with visual deficiency and the teacher responsible for math teaching. As instruments for the research, we used a partially structured interview applied to the teacher and a pre-test and post-test that were applied to students with visual impairment. The data were analyzed from the theoretical reference on the formation of concepts through the steps proposed by Piotr Yakovlevich Galperin, among them: [1] Motivational; [2] Action Guiding Base (AGB); [3] Formation of action on the material or materialized plane; [4] Formation of action on the plane of external language and [5] Formation of Action on the mental plane. The results show that the handled Adaptable “Pizza Graphic” manipulative material presents itself to be efficient and with the necessary conditions to be used in the teaching and learning process of concepts related to the treatment of information by students with visual deficiency. The material promotes the autonomy for students to construct graphics in sectors, allows easy handling, as well as identification of parts through tactile perception. The Adaptable “Pizza Graphic” manipulative material brings contributions to the inclusive teaching of mathematics, as it allows the participation of students with visual deficiency in the teaching and learning process, promoting the appropriation of knowledge.