Abstract:

Finding oneself impotent before a student with visual deficiency is the first of many feelings that a teacher feels for not being able to deal with such situation. In face of this difficulty, it is extremely necessary to search for alternative ways that provide the student equal learning. The experience that will be told here had its origin in the necessity of finding a way to evaluate the learning acquired by a student with visual deficiency and, at the same time, enabling his inclusion. In the teaching of many Mathematics contents, computing science can currently be used. In this case specifically, there was the necessity of creating a computational program to be used in the study of matrices, so that the student could use it independently. Using practical every-day examples, the teacher worked the Matrices content in a third year of a 2011 group in the Computer Science Integrated Technician at the Federal Technological University of Paraná in Campo Mourão. Because there was a student with visual deficiency in this group, the material was adapted for him. The worked contents were: definition of matrices, operations of matrices, multiplication of matrices and inverse matrix. With the development of the contents, the student himself proposed to create a program in the Java language so that he could actively participate in the class and the teacher could evaluate his learning. As the program was carried out in the opposite turn and presented to the other classmates, the inclusion polices were put into practice, in an effective and productive way, making the class more pleasant for everybody. The obtained result was satisfactory, because it was possible to evaluate the learning of the student with visual deficiency, make the Mathematics class lighter and interesting for the whole group and mainly, to show that in spite of the limitations, everyone can learn, being necessary the use of creativity, dedication and love to teaching.

Keywords:

Social inclusion, Visual deficient, Mathematics teaching, Learning.