Mathematics teaching to the blind in Rio Grande, RS, Brazil

Abstract

This study analyses blind college students’ experience regarding Mathematics in Rio Grande, RS, Brazil. It aims at outlining how Mathematics teaching occurred in order to guide teacher education processes and, thus, contribute to Mathematics teaching to the blind. Narrative interviews were conducted with the students so as to listen to their stories about Mathematics teaching and learning processes. The Discursive Textual Analysis was used to analyse elements that arose from their narratives. Recognition of the other, views of the educational system and difficulties faced by the blind in their journeys were some issues they mentioned. Dialogue appeared as an emergent category in the interviews while the aesthetic experience was considered the potential that enables opening to otherness, in an ethical view of Education Philosophy. 

Keywords: Teaching Mathematics to the Blind; Mathematics Teacher Education; Inclusive Mathematics Education. Teaching Materials.