Assistive technology: possibilities and weaknesses mathematics for students with visual disabilities

This study aims to investigate the possibilities and weaknesses of assistive technology in the teaching and learning mathematics process to students with visual impairment. A systematic review was used in the literature in theses, dissertations and articles available in the databases of the Brazilian Digital Library of Theses and Dissertations (BDTD) and Scielo in the period between 2010 and 2020. The descriptors used were: assistive technology manipulable in mathematics teaching, tactile assistive technology for the blind, assistive technology and visual impairment. Twenty-eight studies were located. Based on inclusion and exclusion criteria, three studies were selected. The results show that among the AT used in studies by people with visual disabilities, it was possible to: i) teach physics and mathematics, to collaborate in the use of tactile exploration in learning this knowledge; ii) teach and learn tactile spatial geometry; iii) interaction with virtual environments through touch and feedback. On the other hand, the studies have shown weaknesses in relation to the AT developed: i) they need further reformulations for practical application; ii) to think of an application based on the universal design, where everyone can access; iii) to expand technical reformulations. In general, there was a low rate of production.