Qualitative Case Study on Geometry and Algebra Concept Formation by a Blind Student

A qualitative case study by Lúcia Virginia Mamcasz-Viginheski investigates the formation of mathematical concepts by a completely blind student. The research, based on Vygotsky's cultural history theory, involved a pedagogical intervention at a non-governmental institution in Guarapuava, Parana State, Brazil. Results indicated the student consolidated mature concepts and produced new ones, demonstrating capacity for autonomy and social participation.

Use Cases

• Analyzing pedagogical strategies for teaching mathematics to blind students based on the described intervention.
• Studying concept formation in geometry and algebra for students with visual disabilities.
• Researching the application of Vygotsky's cultural history theory in special education contexts.
• Developing inclusive educational materials based on the qualitative findings of concept elaboration.

Strengths

• The research is grounded in a specific theoretical framework (Vygotsky's cultural history theory).
• The study presents a detailed qualitative case study methodology.
• Findings are based on a real-world pedagogical intervention in a specialized institution.

Limitations

• Row count is unknown, which may limit suitability assessment.
• Column-level documentation is absent; field semantics must be inferred after download.
• The dataset appears to be a research paper abstract; the availability and format of underlying raw data are unknown.

Provenance

Source

Lúcia Virginia Mamcasz-Viginheski

Collection Method

Qualitative case study involving pedagogical intervention.

Geography

Guarapuava, Parana State, Brazil