Abordagem diagnóstica sobre as dificuldades do ensino de geometria: análise de uma sequência didática envolvendo polígonos e poliedros para alunos cegos

Abstract

The teaching of mathematics is a concern for teachers because of the difficulty that students have been demonstrating regarding the learning of geometry, especially involving polygons and polyhedra for visually impaired blind students. To deepen this theme, a critical and reflexive understanding was introduced. The Van Hiele theory was adopted as a model, making it possible to understand that learning must consider a sequence of levels of understanding of concepts, insofar as it appropriates the knowledge of geometry. The objective of this work is to present a diagnosis of the difficulties presented by blind students of elementary school II on the learning of polygons and polyhedra, as well as to present a proposal of didactic sequences that may help other teachers. In order to obtain the necessary information to carry out the research, an institution was established that provides support services in the educational area, aimed at the care of blind and low vision youths and adults and defined a group of blind students who are attending elementary school II , to perform the diagnostic activities, treating the field research and along with this process the bibliographic research. It is therefore understood that the inclusion of the teaching model of Van Hiele theory could be positive for the teaching of geometry, in particular blind students.