Detalhes bibliográficos
| Ano de defesa: |
2014 |
| Autor(a) principal: |
Ferreira, Guilherme Lazarini
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| 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: |
Educação
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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/11007
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Resumo: |
This research is intended to identify how teachers of regular classrooms and resources rooms interact to each other to help students with disabilities in teaching mathematics and how the teaching materials are used in their strategies. This study is justified by when talking about school inclusion, there are few academic studies that address the following themes: a) the relationship between teachers who work in resource rooms and regular rooms; b) the teaching materials used for students with disabilities in teaching and learning math for the initial series of elementary school. Four teachers participated in this study, two of these teachers are from the municipal school and the others from the state system of the city of São Paulo. Data collection involved the use of questionnaires for teachers; interviews with the teachers participating in the research; reading and analysis of educational materials used to prepare Math activities focusing on students with disabilities. We consider Charlot as a theoretical framework for the study of the relationships between teachers, and Vygotsky for the use of teaching materials as a form of mediation between students with disabilities and math concepts. Both theories have contributions to constitute the body of our research proposal. This analysis can be separated in two sections: a) the relation with the knowledge: the interaction of teachers of regular classrooms and resources rooms for the building of a new knowledge, that improves the approach of the students with disabilities and the math activities; b) Educational supplies: the utility of the supplies by the teachers for the teaching and learning of math of students with disabilities and the adapted material according with their needs. And we conclude that the sections that we propose help for a better comprehension as the interchange of experiences can develops action plans by teachers together or individually, in the regular or resources rooms, that can be extended for all school or even the families of these students with disabilities |
