Geometric perspective as a tool in the practice of orientation and mobility for people with low vision

Abstract

This qualitative study is based on a bibliographic and documentary review and the structuring of a didactic proposal focused on the interfaces between Orientation and Mobility (OM), low vision, and mathematics teaching, with an emphasis on the autonomy and spatial reading skills of visually impaired students. The objective is to analyze how the concept of geometric perspective, encompassing location, direction, scale, and depth, contributes to the development of OM skills by students with low vision. The methodology consists of developing a didactic sequence based on the narrative "The Witch Salomé," used to contextualize the transition from three-dimensional to two-dimensional thinking, articulating the exploration of geometric solids, vanishing points, and tactile maps of real routes (school/home). From the theoretical analysis of the proposal, the results highlight the importance of collaborative work between the mathematics teacher and the professional in Specialized Educational Services (AEE). While the first systematizes the concepts, the second instrumentalizes their application in OM techniques, identifying gaps and consolidating learning through multisensory stimuli (tactile, auditory, and olfactory). It is concluded that the integration between body, movement, and geometry, as structured in the proposal, can contribute to breaking down the fragmentation of knowledge, transforming mathematics into a practical tool for spatial orientation that promotes self-confidence, independence, and the social and educational inclusion of students with low vision.