BRICKS BRAILLE MATEMÁTICO: INCLUSION IN MATHEMATICS TEACHING BASED ON A TEACHING RESOURCE CREATED IN CEFET'S LABMAKER - MG

Abstract

This research, originating from a master's thesis, aims to investigate the perception of students and a teacher regarding the use of the inclusive teaching resource Bricks Braille Matemático (BBM) in the teaching and learning processes of Mathematics. Developed at the CEFET-MG Labmaker laboratory, the BBM combines high-relief braille, numbers in ink, and color contrasts. This enabled its use by sighted individuals, people with visual impairments, or color blindness. The field research, using a qualitative approach, was conducted with students from the integrated Technical High School courses in Informatics and Computer Networks at this institution. Data collection occurred through a focus group, with the unit of analysis being the comments and responses from students and the teacher during and after using the resource. The participants raised questions and suggested improvements, such as the creation of new pieces and adjustments to the boards' fitting. Mathematical expressions were also constructed with the BBM, fostering knowledge exchange and the concretization of abstract concepts. The results indicate that the resource sparked interest, stimulated new ideas, and promoted greater student autonomy in the autonomous construction of mathematical expressions without continuous teacher mediation. The BBM promoted peer collaboration and the understanding of abstract concepts in a playful and accessible manner.