Explorando a fatoração de polinômios do segundo grau com as mãos: um recurso tátil para a educação inclusiva

Abstract

This study aims to develop, analyze, and validate a tactile didactic tool for teaching the factorization of second-degree polynomials to students with visual impairments. The choice of theme stems from the identified scarcity of algebra-focused materials within Inclusive Education contexts, as observed by the author during his teaching internship. This experimental research involved the modeling and 3D printing of three versions of a manipulable artifact, following an iterative process of creation, internal testing, and validation with visually impaired participants. The analyses were based on the SAI model (Instrumental Activity Situations), highlighting the interactions between subject, object, and instrument throughout the process of instrumental genesis. The results showed that the material supports understanding of factorization through the spatial organization of the pieces and has potential to assist in solving quadratic equations. However, it has limitations, such as its restriction to polynomials with integer and factorable coefficients. It is concluded that the tool represents an accessible and promising alternative for teaching algebra in inclusive educational settings.