Origami as a Tool to Teach Geometry for Blind Students

Abstract

The teaching of mathematics involves logical and abstract reasoning that is often associated with belief, prejudices and difficulties. Therefore, students can develop an aversion to this science. This scenario may be even more complex when it involves blind students. However, creative didactic and pedagogical practices can help to deconstruct such adversities. The aim of the study was to test if eight workshops that were carried out the making four origami pieces (a small Box at it covers, a Rabbit face, and a “Bandeirinha de S ã o Jo ã o”-small flag of St. John party) could promote the construction of knowledge about geometry in 14 blind students. These students from the sixth to ninth year of elementary school are regularly enrolled of Benjamin Constant Institute, RJ, Brazil, and intend the after class. Eight workshops with 100 minutes each were conducted in September and October 2015 (n = 4) and in March and April 2016 (n = 4). Among eight paper types offered for students to make origami the kinds, we identified that the papers denominated waxed and sulfite were those who favored the realization of folds while Kraft one facilitated favored the discovery of the folds. On average, the questions concerning the geometric shapes and their elements obtained by the origami were answered correctly by eight students both for making the Box and its cover; as for the Rabbit face, and by ten students for making of small flag of St. John party. These results demonstrated the effectiveness of origami to teaching math to teenagers blind students.