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Educação Matemática e inclusão: abrindo janelas teóricas para a aprendizagem de alunos cegos
(2008) FERNADES, Solange Hassan Ahmad Ali; HEALY, Lulu
With the growing presence of learners with special needs in the classrooms of regular schools, it is crucial to seek a deeper understanding of how knowledge construction, in our case mathematical knowledge, is mediated by different means of access to sensory systems of the human body, as the semiotic tools that can be used to constitute classroom culture. In this article, we describe how theoretical constructs rooted in the studies Vygotsky called Defectology guide us in our attempts to make sense of the inclusion of students with visual impairments in mathematics activities. We present a brief description of the development of Vygotsky's sociocultural theory and its relationship to his work with learners with special needs. We then describe our intent to apply the Vygotskian framework in our analysis of interactions with blind learners in geometry activities.