Teacher education for the inclusion of students with visual impairments in Mathematics classes: analysis of an extension course

The present paper has as purpose to analyze the potential of an extension course for the professional development of teachers and future mathematics teachers in an inclusive perspective. This study, of qualitative nature, is a cutting of a master research´s, and it is inserted in the field of Teacher Education for Inclusive Mathematics Education and involved: observation, questionnaire, field journal, tape and video records from the meetings and produced by the participants involved like as sources of the datas production. The results show that, the extension course, as well as raising awareness in the participants with relation to the inclusive mathematics, contributed to mobilization of knowledge related to the teaching of mathematics of the students with visual impairments both in relation to the mathematical content and its didactics and related to the organization of the class and production of materials.