A MODELAGEM NA EDUCAÇÃO MATEMÁTICA NO ATENDIMENTO EDUCACIONAL ESPECIALIZADO COM ESTUDANTES SURDOS

• Ano de defesa: 2019
• Autor(a) principal: Ribas, Marcia Cristina
• Orientador(a): Martins, Marcio Andre
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Estadual do Centro-Oeste
• Programa de Pós-Graduação: Programa de Pós-Graduação em Ensino de Ciências Naturais e Matemática (Mestrado Profissional)
• Departamento: Unicentro::Departamento de Biologia; Unicentro::Departamento de Matemática; Unicentro::Departamento de Química; Unicentro::Departamento de Física; Unicentro::Departamento de Ciências Exatas e de Tecnologia; Unicentro::Departamento de Ciências Agrárias e Ambientais
• País: Brasil
• Palavras-chave em Português: Educação Matemática; Surdos; Modelagem Matemática
• Palavras-chave em Inglês: Mathematics Education; Deaf; Mathematical Modeling
• Área do conhecimento CNPq: EDUCACAO::ENSINO-APRENDIZAGEM; MATEMATICA::MATEMATICA APLICADA; OUTROS::CIENCIAS
• Link de acesso: http://tede.unicentro.br:8080/jspui/handle/jspui/1255

This research presents the Mathematical Modeling as a methodological proposal that aims to contribute to the teaching and learning of deaf students, inserted in the regular school. In this sense, we propose to analyze the potential of Mathematical Modeling in Mathematical Education based on a qualitative and interpretative research. The study was conducted in a public school in the state of Paraná, which offers specialized care to deaf students in the Multifunctional Resource Room - Deafness. Two deaf and low vision students enrolled in high school who were attended during the night, accompanied by an interpreter of Libras and a deaf teacher, participated in the research. During 10 face-to-face meetings of approximately 3 hours, the stages of Mathematical Modeling were performed, according to the conception of Burak (1992; 2004; 2010), based on a theme chosen by the students. With the information collected during the process, potentialities were identified in relation to teaching and learning and development, highlighting autonomy, protagonism and motivation, visual exploration, creativity, as well as teaching and learning through modeling. Mathematics. These allowed reflections on the pedagogical experience experienced, as to the feasibility and benefits of Mathematical Modeling in the education of the deaf, standing out as promising.