The visual impairment in focus: strategies playful in Inclusive Mathematics Education

Abstract

This paper aims to argue on teaching Mathematics with visual impairment students, to aim playful expression as strategy of teaching at the scope of school inclusion. The expression. playful can be composed of games, horseplay, as well as other activities that might evoke the playful spirit in the individuals who are likely do them. From the studies here submitted, and the identification of tactile and digital pedagogical games, we believe that those materials which are considered ludic may contribute to the development of the haptic system or active touch, since through this system, individuals without visual acuity perceive the world around them and can build different concepts of Mathematics, boosting the learning in this curricular component. For this reason, different materials and games that allow to treat mathematical contents present in Basic Education will be described, especially those built and tested with blind and low sight students. The results indicate the need to accomplish more researches that may present other ludic alternatives for the development of teaching and learning process of mathematical concepts, little exploited in such materials or games. Once the majority of the activities present concepts of geometry, the four basic Mathematical operations, recognition of numerical symbols, geometric progression and function. However, there are countless other mathematical contents that are still part of today’s classroom with a strong visual appeal, demanding other strategies that favor the inclusion and learning of people with visual impairment.