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

Prior to their inclusion in Brazilian public schools, we highlight the example of the visually impaired in the teaching and learning process, notably how visual impairment influences the formation of concepts and meanings in Mathematics and Chemistry. We investigated a group of visually impaired students’ meaning formation in experimental classrooms and by modelling in accordance with the Theory of Semantic Fields. Kids with special needs, children who had lost all of their eyesight, and students who had only partially lost their vision made comprised the participants; both groups were in their first year of integration. The research permits us to claim that various teaching methods can promote learning in both chemistry and mathematics.

Author(s) Details:

Paulo Jose Menegasso,
Pontifícia Universidade Católica do Rio Grande do Sul, Porto Alegre, Brazil.

André Luiz Santos Menezes,
Pontifícia Universidade Católica do Rio Grande do Sul, Porto Alegre, Brazil.

Please see the link here: https://stm.bookpi.org/CRLLE-V7/article/view/7544

Keywords: Visual impairment, education, chemistry, mathematics, conceptual fields.

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