Lúcia Virginia Mamcasz-Viginheski

TL;DR: In this paper, the authors present a qualitative approach, using the case study as its strategy, to search for an alternative to develop mathematical concepts with a completely blind student, which may be meaningful and that contribute for her learning and development.

TL;DR: In this article, a study of artigos científicos that discutem a utilização de materiais didáticos manipuláveis no processo de ensino e aprendizagem de matemática for pessoas com deficiência visual.

TL;DR: In this paper, the authors discuss a teaching proposal that could promote the development of the algebraic thought in a class that had an inclusive visual impairment student, which was carried out in an eight-grade class of the basic education, in a public school.

TL;DR: In this paper, the authors present some reflections on the use of classroom games, as a methodological resource for mathematical literacy, as well as presents some games which can be adapted to the mathematical discipline for students with visual impairment.

TL;DR: In this paper, the authors assess contribution provided by the Japanese abacus for the students' learning of number and operations content, but also in the development of their higher psychological functions, and defend the thesis proposed by this study that cognitive limitations of the intellectually disabled are not barriers to learning of an array of educational concepts.