Na palma da mão: o desenvolvimento do pensamento algébrico com estudante com cegueira nos anos inicias

Abstract

The central objective of this study is to investigate how blind students engage in generalization processes in elementary mathematics classes. The methodology was based on a qualitative approach. Data collection was conducted in a public school located in the metropolitan region of Belém/Pará, involving both blind and sighted students from an early year’s class, consisting of 25 sighted students and one blind student. Over three months, the research teacher developed six tasks aimed at fostering algebraic thinking in the fifth-grade class, where the blind student was enrolled. Data was collected through audio recordings, videos, and photos using three mobile phones: one for audio recording, one for filming, and another for documenting the students' task records. During data analysis, seven episodes were written, detailing each task, the materials used, the activities developed, and the classroom dialogues throughout the process. The results highlight that the generalization process was carried out by the student in a broad and abstract manner. Furthermore, they emphasize the importance of tactile materials in making mathematics instruction accessible and promoting a more inclusive and interactive learning experience for all students. The use of manipulable resources benefited not only the blind student but the entire class, encouraging active participation, hands-on exploration of mathematical concepts, and collaboration among peers. The study reinforces that accessible pedagogical practices are essential for ensuring equity in education, making mathematics more comprehensible and engaging for everyone.