Digital Learning Mathematics for Students with Blindness: A Current Look

Authors

DOI:

https://doi.org/10.4067/S0718-73782025000100131

Keywords:

Special education, Visual deficiency, Mathematics teaching, Digital learning

Abstract

De acordo com os números oficiais, o número de matrículas de alunos com necessidades educativas especiais no ensino regular aumentou, gerando a necessidade de desenvolver estratégias de ensino que atendam às especificidades desses alunos. Na busca por métodos e estratégias mais adequados, a tecnologia digital tem sido apresentada como uma possível solução. Considerando as especificidades dos alunos com deficiência visual (DV) e o ensino da matemática, este estudo teve como objetivo levantar como ocorreu a aprendizagem digital da matemática em alunos com cegueira no período de janeiro de 2018 a abril de 2023. Para isso, foi realizada uma pesquisa na base de dados na qual estavam indexados os periódicos da área de educação especial e da área de DV, acessados remotamente via CAFe ao Portal de Periódicos da CAPES (Coordenação de Aperfeiçoamento de Pessoal de Nível Superior). Após a aplicação dos critérios de inclusão e exclusão, foram selecionados e discutidos nove artigos que trouxeram dados sobre a opinião de alunos e professores, e dados sobre a aprendizagem através do uso de ferramentas digitais, concluindo como promissor o uso dessas ferramentas.

Author Biographies

Ailton Barcelos da Costa, Universidad Federal de São Carlos

Bachelor's degree in Mathematics, a master's degree and a doctorate in Special Education, all from the Federal University of São Carlos (UFSCar). He was a CAPES Postdoctoral Fellow in Special Education, a CNPq Junior Postdoctoral Fellow in Special Education, and a Visiting Researcher at the Department of Psychology at UFSCar. His current interests are Special Education, Autism Spectrum Disorder, Intellectual Disability, Visual Impairment, and teaching Mathematics to this same audience. He was a volunteer professor for the lato sensu course at EAD/UFABC and the Pedagogy course at EAD/UFSCar. He is currently a Postdoctoral Fellow in the Institutional Postdoctoral Programme (PIPD)/CAPES – UFSCar.

Alessandra Daniele Messali Picharillo, Universidad Federal de São Carlos

Bachelor's degree (2017), Master's degree (2020) and Doctorate in Special Education from the Postgraduate Programme in Special Education at UFSCar (PGGEEs/UFSCar). Member of LACEDE (Labouratory of Behaviour Analysis and Special Education). Has experience in the field of education with an emphasis on Special Education. Main research topics include teaching mathematics to children with autism spectrum disorder, educational policy, and accessibility. Currently pursuing a voluntary postdoctoral fellowship at PGGEEs/UFSCar and attending the Bachelor's Degree in Exact Sciences with an emphasis on Physics at the São Carlos Institute of Physics/USP.

Nassim Chamel Elias, Universidad Federal de São Carlos

PhD in Special Education from the Federal University of São Carlos (PPGEEs - UFSCar) and postdoctorate in Behaviour Analysis. He is a professor in the Department of Psychology in the Bachelor's Degree in Special Education and Psychology programmes and in the Postgraduate Programmes in Special Education (PPGEEs) and Psychology (PPGPsi) at UFSCar. He is the coordinator of the Behaviour Analysis and Special Education Laboratory (LACEDE).

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Published

2025-07-31

How to Cite

Barcelos da Costa, A., Messali Picharillo, A. D., & Chamel Elias, N. (2025). Digital Learning Mathematics for Students with Blindness: A Current Look. Revista Latinoamericana De Educación Inclusiva, 19(1), 131–146. https://doi.org/10.4067/S0718-73782025000100131

Issue

Vol. 19 No. 1 (2025)

Section

Temática Libre

License

Copyright (c) 2025 Revista Latinoamericana de Educación Inclusiva

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