The present study aimed to present the checkerboard mesh method, used by a mathematics
teacher as an effective pedagogical resource for the multiplication teaching-learning
process, applied in the classroom to a student with monocular visual impairment, with the
intention to make the teaching-learning of multiplication accessible to students, aiming to
include them in mathematics classes. This research was carried out in a regular public
school located in the city of Salinópolis-PA, it is qualitative in nature and had a case study
methodology, where data collection instruments were used such as participant observation,
interviews, questionnaires and verification of the content applied in the classroom, through
which records of the research subjects were made. The results obtained were satisfactory,
as using this method, the mathematics teacher was able to explain multiplication concepts
in order to promote the inclusion of her student in mathematics classes, which allowed the
student to improve her skills such as: autonomy, creativity, reflection, interpretation and
socialization in the school environment.
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