Mathematic education and multiple disability: Teaching reflection and rotation symmetry for a student with autism spectrum disorder and visual impairment

Authors

  • Juliana de Fatima Holm Brim Universidade Tecnológica Federal do Paraná
  • Bianca Aparecida Holm de Oliveira Universidade Tecnológica Federal do Paraná
  • Nilceia Aparecida Maciel Pinheiro Universidade Tecnológica Federal do Paraná

DOI:

https://doi.org/10.34630/sensose.v7i2.3500

Keywords:

Inclusion, Mathematics teaching, Multiple disabilities, Reflection and rotation symmetry

Abstract

This paper aims to show contributions to the math teaching on an inclusive perspective to students with multiple disabilities. The study developed and presented here was conducted through a qualitative research with the case study approach. After a survey of the production of articles focused on the teaching and learning of mathematics for students with multiple disabilities in Brazil, an investigation with pedagogical intervention was carried out in a 7th grade elementary school class of a private school in Paraná State. The class had a student with autism spectrum disorder and visual impairment. The planned and developed pedagogical intervention was based on the historical-cultural view. The research results show that the use of different methodological resources for the teaching of mathematics contributes to the appropriation of the contents, proving that the teaching of inclusive mathematics is possible as long as there are adequate adaptations.

Published

2020-07:-22

How to Cite

Holm Brim, J. de F., Holm de Oliveira, B. A. ., & Maciel Pinheiro, N. A. (2020). Mathematic education and multiple disability: Teaching reflection and rotation symmetry for a student with autism spectrum disorder and visual impairment. Sensos-E, 7(2), 103–115. https://doi.org/10.34630/sensose.v7i2.3500