Estratégias e recursos acessíveis na introduçao dos conceitos de área e perímetro no ensino de estudantes com deficiência visual e estudantes surdos

Abstract

In this article, the introduction of the concepts of outline and filling of a space in the plane is discussed, with synonyms for the calculation of the perimeter and the area of a region, as essential elements for the understanding of these greatnesses, and for later advance in the calculation of other flat regions, commonly studied in schools. The calculation of perimeters and areas of rectangular regions is present in everyday life and are important objects of knowledge for the development of skills and competences, suggested in official documents. The activity was applied with students with visual impairment (DV) and with deaf students, through the development of a tactile, three-dimensional, accessible resource, to enhance the use of the remaining senses of the students involved, so that they could actively participate in the resolution of the proposed problems. Conventional and non-conventional measurement instruments were used, as well as the use of terms such as base, height, dimensions, area, perimeter, among others, and the importance of adequate and standardized measurement units being discussed collectively. Finally, a reflection is presented on the activity, the need to use accessible resources and methods and the similarities and differences in the approaches to mathematics content for students with VI and deaf students. As a result, it is concluded that the resources and methods discussed have great potential to provide the development of the presented concepts and, more than that, can provide the effective participation of students in the classroom, mainly because it is a proposal aimed at all students, with or without disabilities.