Resumo

HOFFMANN, Luiza Ojeda; GROENWALD, Claudia Lisete Oliveira  e  GELLER, Marlise. Cognitive Inclusion in the Additive and Multiplicative Concept Fields of a Blind Student. Sisyphus [online]. 2023, vol.10, n.3, pp.116-140.  Epub 16-Nov-2022. ISSN 2182-8474.  https://doi.org/10.25749/sis.27377.

Mathematics, as a space for social inclusion, promotes autonomy in everyday situations with knowledge that demands an understanding of the concept of numbers and operations (addition, subtraction, multiplication, and division). This article presents an excerpt from a master's thesis which aimed to implement a didactic sequence for the development of Conceptual Fields of additive and multiplicative structures in Natural Numbers for a congenitally blind student. With a qualitative approach, pedagogical interventions were described over three semesters, identifying that the student understood the concept of numbers. Then, throughout the process, the students commenced the proper organization of schemes to solve problem situations involving additive and multiplicative structures. Since the student is blind, his mental schemes are represented orally and/or with tactile material. It is inferred that a didactic sequence can contribute to the process of developing mathematical notions, respecting the student's learning pace.

Palavras-chave : additive and multiplicative conceptual fields; cognitive inclusion; social mathematics; elementary school.

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