Development of Concepts and Meanings in Mathematics and Chemistry in Students with Visual Impairment

Abstract

We highlight the example of the visually impaired in the teaching and learning process, specifically how visual impairment affects the development of concepts and meanings in Mathematics and Chemistry, prior to their inclusion in Brazilian public schools. Based on the Theory of Semantic Fields, we studied a group of visually impaired pupils and their meaning construction in experimental classes and through modeling. Participants were students with special needs, with total loss of vision, and students with partial loss of vision; both groups were in the first year of integration. The work enables us to state that learning in chemistry and mathematics can be enabled through different teaching strategies.