Alunos com deficiência visual ensinando Matemática a alunos videntes: O plano cartesiano no jogo Batalha Naval

Abstract

The present research addresses the study of the mathematical content of the Cartesian Plan through the use of the Sea Battle game accessible to people with visual impairments for the specificity of our target audience: students with low vision and / or blindness who make up the 2nd year of High School of a school with an inclusive proposal from a state school system in the city of Campina Grande-PB. It presents as a general objective to analyze the influence of the Sea Battle Game on the learning of students with visual impairments in relation to the Cartesian Plan content, verifying their performance in inclusive teaching situations with visionary students. Most of the intervention was carried out at the Instituto dos Cegos in that city in the after hours of regular classes, as it was not our opportunity to generate delays in the school calendar. As a methodology, we chose the qualitative approach with a focus on the case study, being developed in the following stages: On-site visit, presentation of your intention to students and teacher in the school network, semi-structured interview, adaptation of the Sea Battlel game, survey activity , game applications, content formalization, learning verification, lesson planning to be taught by visually impaired participants to the visionary students of that school, project evaluation by students with and without disabilities - only these stages of the lesson and evaluation were carried out in the regular school. The analysis of the results showed that the learning verification activity and the lesson planning had a positive result in comparison to the survey activity taking into account the participants' understanding of: the elements of the Cartesian Plan, the marking of the ordered pairs and the resourcefulness in the game when using these concepts. During the class, there was considerable cooperation and class participation in the dynamics provided by the game. However, it was also observed that, in the majority, students with visual impairment do not consider themselves included both by visionary students and by the teachers of the school they attend, as there is no effort on either side to generate moments of interaction or adaptation of materials that provide simultaneous learning between psychics and students with disabilities.