TY: JOUR
T1 - Blind students? participation in mainstream mathematics classes
A1 - Ventura, Cláudia
A1 - Santos, Nuno
A1 - César, Margarida
N2 - Since the Salamanca Statement many countries assume inclusive educational
principles. Thus, mathematics teachers experienced new challenges, particularly those of
teaching blind students. To befit students? needs, characteristics and interests teachers must be
aware of their communicative processes. Blind students mainly use audition and Braille for
communicating in mathematics classes.
The Interaction and Knowledge research project main goal was to study and promote peer
interactions in formal educational scenarios. It included 96 mathematics teachers and more
than 600 classes. We focus in mainstream classes including blind students. We assumed an
interpretative approach and developed an action-research project. The participants were the
students from those classes, their mathematics teachers, and significant others. They attended
classes from 7th to 12th grades. The data collecting instruments were the participant
observation, questionnaires, tasks inspired in projective techniques, an instrument to evaluate
students? abilities and competencies, documents and students? protocols. An in-depth and
successive narrative content analysis was developed from which inductive categories emerged.
We analyze mathematics practices illuminating some interactive patterns and blind students?
mathematical solving strategies. These examples illuminate what can be done to overcome the
barriers these students experience when they try to appropriate cultural mathematical tools and
to participate in mathematics classes.
UR - http://repositorio.ul.pt//handle/10451/6880
Y1 - 2012
PB - No publisher defined