Propostas no ensino de aritmética para pessoas com surdocegueira

Abstract

This study deals with the use of the History of Mathematics in conjunction with concrete materials as an educational proposal to teach principles of arithmetic for deafblind students. We aim to develop arithmetic teaching activities that are attractive to the learning of people with deafblindness. Due to the condition of the deafblind person, there was a need to develop more consistent strategies in order to attract the student to the content, thus exploring as much as possible, their remaining perceptions. The methodology adopted is qualitative in nature. The construction of suggested and applied activities were guided by the educational strategies of deafblinds, the perspectives of Mathematical History, solid materials and learning factors, exposing the history of Mathematics and concrete objects as a previous organizer. In addition, in order to strengthen the study we develop materials and adapt existing ones to further encourage student learning. The study was carried out in a Specialized Educational Unit in the state of Pará. The unraveling of the proposal promoted the intrinsic motivation allowing the student's involvement in the activity, being aided by tactile resources. The approach linking history of mathematics, concrete materials and counting, proved to be efficient by providing the best organization of the conceptual counting structure, the successful learning outlined by the student revealed that the intent of the proposal was achieved.