Desenvolvimento de uma abordagem gamificada na alfabetização matemática de estudantes com deficiência visual na educação básica

Abstract

This work investigates the contributions of gamification to the process of mathematical literacy for students with low vision, focusing on the case study of a 7th-grade student diagnosed with associated tetraparesis. This qualitative, descriptive case study was conducted through the analysis of supervised internship observations, the Individualized Development Plan (IDP), and the evaluation of accessible digital resources. Due to the participant’s irregular school attendance, the intervention was carried out in a simulated format, grounded in real data and a technical analysis of educational games. Three resources were examined: Math Melodies, the Multiplication Game (Scratch platform), and GeoGebra software, considering accessibility criteria, pedagogical applicability, and engagement potential. Results indicate that the planned integration of gamified resources into both Specialized Educational Services (SES) and regular classrooms fosters motivation, participation, and the development of mathematical skills, especially when combined with visual adjustments, auditory resources, tactile interfaces, and assistive technologies. Math Melodies stood out for its native accessibility for low vision and blindness; the Multiplication Game, although browser-accessible, requires significant adaptations; and GeoGebra demonstrated potential both as a teaching tool and as a digital accessibility resource. It is concluded that gamification, when applied intentionally—even in a simulated setting—and mediated by trained professionals, constitutes an effective inclusive strategy to enhance autonomy, promote inclusion, and contribute to educational equity in inclusive mathematics teaching.