Ensino de matemática para pessoas com deficiência visual: uma análise de literatura1

Abstract

This work aimed to characterize empirical studies on the teaching of mathematical repertoires for different populations, including people with visual impairments, carried out in the behavioral approach, in open access publications of national and international scientific literature, between the years 2001 and 2016. This approach studies human and non-human behavior in their interactions with the environment. The literature survey took place in three stages with the inclusion criteria: 1) behavioral approach to studies on the teaching of mathematical repertoires for people with visual impairments, 2) behavioral approach to studies on the teaching of mathematical repertoires for any population; 3) teaching mathematical repertoires for people with visual impairments, regardless of conceptual orientation. In the first stage there were no publications and in the second and third stages11 articles were examined in each one (22). In the 11 articles of the second stage there was a predominance of publications on mathematics for students with typical development, in the stimulus equivalence model, with predominant procedures for choosing according to the model. In the 11 articles in the third stage, the concrete materials were among the main mathematical literacy strategies for people with visual impairments. It is noteworthy that the mathematical content selected in the researches comprised predominantly basic mathematics that is part of the regular curriculum of Elementary School I. Two publications dealt with mathematical content for high school. What was found in the publications was the predominance of mathematical content related to the concepts of basic mathematics, but few studies involving counting and measurement.