The Use of Technology for Teaching Mathematics for Visually Impaired People

Abstract

This article aims to present approaches for teaching visually impaired students in the field of mathematics, its occurrence, types and frequency of use. Through a bibliometric analysis obtained in the XII (2016) and XIII (2019) National meetings of Teaching of Mathematics. The work relates the practices in the teaching of mathematics to students with visual impairment that need to be known and disseminated and, perhaps so, to approach those engaged in this difficult task and give them tools for their success. In addition, the main teaching technologies and methods will be shown to the public cited in editions XII and XIII of ENEM, which is promoted by the Brazilian Society for the Teaching of Mathematics - SBEM. Also listed are the main educational institutions that carry out such work, as well as the main researchers engaged in the topic. In its development, one can also notice the connection between the teaching of PCDs and the compensatory processes discussed by Vygotski. Finally, it brings a rescue of public policies that define teacher training as a priority. As a result, the research demonstrates the polarization of research in some institutions of higher education, where those of public origin are the majority. The same situation of polarization occurs with regard to technological possibilities, noting that Techniques of Teaching and Learning and Teacher Training dominate the topics under discussion. All of this is corroborated by the connection of the triad: Teacher, Technician and Student. Where, the last mentioned is the determinant for the teaching and learning process to take place effectively and the specific knowledge that the teacher presents of such a student also determines such success.