Detalhes bibliográficos
| Ano de defesa: |
2014 |
| Autor(a) principal: |
Lima, Carlos Augusto Rodrigues
 |
| Orientador(a): |
Manrique, Ana Lúcia |
| Banca de defesa: |
Não Informado pela instituição |
| Tipo de documento: |
Tese
|
| Tipo de acesso: |
Acesso aberto |
| Idioma: |
por |
| Instituição de defesa: |
Pontifícia Universidade Católica de São Paulo
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| Programa de Pós-Graduação: |
Programa de Estudos Pós-Graduados em Educação Matemática
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| Departamento: |
Faculdade de Ciências Exatas e Tecnologia
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| País: |
BR
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| Palavras-chave em Português: |
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| Palavras-chave em Inglês: |
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| Área do conhecimento CNPq: |
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| Link de acesso: |
https://tede2.pucsp.br/handle/handle/10985
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Resumo: |
The present research is intended to verify that a continuing learning system enhance the teaching of mathematics in Early Childhood and Elementary School education among students with disabilities. The study is justified because there are a few academic researches that address the theme "teacher preparation for inclusive education." We need to point out ways to contribute to the formation of these teachers who receive in their classrooms students with disabilities and need to develop a meaningful work to make them learning Mathematics. Six teachers of six Municipal and/or State schools of the city of São Paulo participated in this research. Data collection involved the use of questionnaires and interviews addressed for teachers participating in the research; math activities analysis elaborated by the teachers; observations of classrooms, training meetings, and classrooms videos recorded of the teachers at work. We considered various authors as the theoretical foundation of teacher education. We highlight Imbernón and Roldão, who brought us contributions in forming the bases of our proposal. Regarding Inclusive Education, studies of authors Rosemberg, Aranha, Correr, Rodrigues, Vash and Wang, were of great value to our research. During the course of our research, we proposed some actions of teacher training: a) participation in weekly training meetings in which involved a deepened study of mathematical concepts and the teaching strategies used in the classroom; b) elaboration of math activities that were discussed and developed with students with or without disabilities; c) Math workshops in the participants schools with the intention of forming an inclusive mathematics teacher education group; and (d) observation of a didactic sequence applied to the teaching of Mathematics with the use of pedagogical materials. The following aspects were analyzed: a) the collective learning process of the teachers through the training meetings; b) the classroom assessment practices - reflection of the meetings in the classroom; and (c) the impact of the workshops in the participant schools. We believe that those proposals contribute for teachers to feel prepared to work with students with disabilities in their classrooms because those actions promote an exchange of experiences and anxieties in the role of the teachers, resulting in a creation of a constructive environment for the teacher‟s professional development |
