INVESTIGAÇÃO DO RACIOCÍNIO LÓGICO MATEMÁTICO DE ALUNOS COM ALTAS HABILIDADES/SUPERDOTAÇÃO PRESENTES NA SALA DE RECURSOS MULTIFUNCIONAL, TIPO I GUARAPUAVA 2016

• Ano de defesa: 2016
• Autor(a) principal: STADLER, ROSEMERI RUPPEL
• Orientador(a): Vestena, Carla Luciane Blum
• 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 Educação (Mestrado - Irati)
• Departamento: Unicentro::Departamento de Ciências Humanas, Letras e Artes; Unicentro::Departamento de Pedagogia
• País: Brasil
• Palavras-chave em Português: Educação Inclusiva; linguagem e Altas Habilidade/Superdotação; matemática; desenvolvimento humano
• Palavras-chave em Inglês: Inclusive Education; language and High Abilities/Giftedness; Mathematics; human development
• Área do conhecimento CNPq: CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: http://tede.unicentro.br:8080/jspui/handle/jspui/868

The objective of this research is to study the gifted students‟ mathematical logical reasoning in Multifunctional Resources Class in a group of 10 gifted students which ones go to the Multifunctional Resources Class, type 1. This research was a qualitative study of multicases. Data was collected by Piagetian clinic method and utilized instruments were the play Contig 60 and nine problem situations divided into three levels of complexities to observe the student‟s cognitive development regarding the mathematical logical reasoning. These categories were enumerated to analyze and to debate results: time, linguistic context, level of mathematical complexity and analysis of mistake. After gifted students answered instruments, results were multiple intelligences, different strategies to solve problems and students who mathematical logical reasoning was easier were more successful. It was also possible to notice other interests and abilities. Time was a preponderant factor to solve a problem. It was possible to observe when students do not have reversible reasoning with semantic and vocabulary knowledge in problem situations, the language complicates it. It is more difficult to solve a problem because mathematic concepts are over and above their capacity to resolution. Analyzing levels 1, 2, and 3 of complexity in problems situation, results were that it was possible to verify that this factor was not determinant to solve problems because students were equal or more successful into level three, the most complex one, than levels one and two. However, the question two from level two was the most difficult to solve since only two students were successful. This question is syllogistic and it demands comprehension about intersection or multiplication of classes. Regarding analysis of mistakes some students were compatible to developmental phase, formal operatory stage and six of them demonstrated advanced cognition in comprehension and development of mathematical logical reasoning. Therefore, results demonstrated that there are academic intelligences in different areas of knowledge while determinant trait to diagnose AH/SD. Finally, results corroborated characteristics of multiple intelligences by Gardner and characteristics of Theory of Three Rings by Renzulli: abilities over the average, engagement on activity and creativity.