LINEAR ALGEBRA AND VISUAL IMPAIRMENT: A CASE STUDY WITH A LOW-VISION STUDENT
DOI:
https://doi.org/10.66104/mf1kmt67Keywords:
Conic sections, Visual impairment, inclusionAbstract
Given the inclusion of people with disabilities (PWD) as well as those with Autism Spectrum Disorder (ASD) in Federal Institutions of Higher Education (IFES), it becomes necessary for each teacher to step out of their comfort zone regarding teaching, in a meaningful and satisfactory way, each PWD or ASD student included. How to teach Linear Algebra to visually impaired students included in higher education institutions? This article presents a case study involving two Linear Algebra classes (with the same teacher and 50 students enrolled in each). One of the classes was called the control class, since the teacher taught the subject in the usual way. The other class, with one student with ASD and one student with low vision – called the collaborating class – had classes combined through a virtual environment, in addition to face-to-face classes. This study poses the following guiding question: How can the content of conic sections and quadrics be adapted (or made accessible) to ensure learning for both visually impaired and sighted individuals, considering that visually impaired students are included in regular classrooms? It uses and adapts the Fedathi Sequence as support in the methodological approach and continuously monitors students in the collaborative class. This article focuses on the visually impaired student.
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