This research refers to the teaching of the four fundamental arithmetic operations in an
inclusive perspective, more specifically, teaching through multiplane manipulable material.
The objective of this is to investigate the learning of students with low vision, with the
application of the Multiplane as a didactic resource in the teaching of the four mathematical
operations. Regarding the methodology, this is characterized as a qualitative approach, in
accordance with the visions of André and Gatti (2008) and Gamboa (2003), having as
methodological procedures the case study and, for data analysis, we used the resolution
technique of problems according to Polya (1995). The study was carried out, from September
5th to November 30th, 2022, with a teacher and a student, who has low vision of the 5th grade
class of elementary school in the early years of a Public School of Elementary Education,
located in the municipality of Moju/PA. The results show that the material is characterized as
a tool that enhances learning, as it enables the understanding of the teacher's explanation in
concrete, enabling the student with visual impairment to adapt necessary for learning, as well
as the creation of the booklet, an educational product of this research, should help the
methodological process of all teachers, that the guidelines created and idealized contribute to
the teaching of the four operations in a perspective, which leads to the construction of
knowledge with meanings, with understanding and with methodological didactic inclusion.
Finally, this study was built to contribute to all professionals, who act mediating the four
mathematical operations with students with visual impairment, that the analyzes carried out
serve as a basis for new debates, implementations, reformulations and additions, and can be
seen as a portrait of the Brazilian educational reality, which admits mistakes, shows the
difficulties more than it also points out solutions, because we firmly believe that the use of the
multiplane as a didactic resource for teaching mathematics is characterized as an alternative,
which contributes to the student's learning with Visual impairment.
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