Cálculo integral e deficiência visual: investigando os conceitos de volumes de cilindro e cone por meio da metodologia aprendizagem baseada em problemas (ABP)

• Ano de defesa: 2020
• Autor(a) principal: Silva, Miguel Angelo da
• Tipo de documento: Tese
• Tipo de acesso: Acesso aberto
• Idioma: por
• Palavras-chave em Português: Cálculo integral; Estudantes universitários com deficiência; Pessoas com Deficiência Visual; Aprendizagem baseada em problemas; Formação de Conceito; Geometria espacial
• Link de acesso: http://www.repositorio.ufc.br/handle/riufc/56557

Teaching and learning in the classroom for students with visual impairment is a necessity, but also a challenge for teachers to implement in the classroom any type of methodology that aggregates knowledge and the construction of knowledge in Differential and Integral Calculus. In this perspective, this thesis aims to analyze the theory and practice of concept formation in the contents of Spatial Geometry and Integral Calculus, focusing on cylinder and cone of revolution through the Problem Based Learning methodology for students with visual impairments. The present research is qualitative in nature, making use of action research to delineate a case study. The research subjects were two students with low vision of Chemical Engineering and Renewable Energy courses at the Federal University of Ceará. From the observations made along the ABP methodology, it was possible to identify how low vision students formed the concepts of Integral Calculus of a cylindrical and conical container of revolution using optical resources. From the analyses, which we attested, along the steps of Problem-Based Learning (PBL) that students with low vision: a. Build, as a group, the scientific knowledge of Integral Calculus and Spatial Geometry; b. Act actively in the construction of their own learning in mathematics; c. Divide the tasks along the resolution of the problem in the search for geometric and algebraic information; d. Develop the cognitive and psychomotor domains of Bloom Taxonomy in solving an engineering problem. Therefore, we conclude that the extraction of the data (Concept Formation, APB and Mathematical Contents) allowed us to: a. verify how the exchanges of experiences between the group took place, through the given problem situation; b. identify the learning difficulties in geometrical and algebraic content in the face of a common practical engineering problem; c. to analyze the construction of the scientific knowledge of students with low vision, to the point of contributing to the construction and inclusion of visually impaired people in the higher education institution in the teaching and learning process through the contents of Spatial Geometry and Integral Calculus. Finally, Problem Based Learning (ABS) corroborated a beneficial environment generating students' learning and not limiting itself to the simple me morization of mathematical principles that surround high school and higher education.