Detalhes bibliográficos
| Ano de defesa: |
2024 |
| Autor(a) principal: |
Machado, Dionysio Perrone
 |
| Orientador(a): |
Pereira, Rosane Gomes
|
| Banca de defesa: |
Pereira, Rosane Gomes,
Andrade, Kamila da Silva,
Araujo, Jaqueline |
| Tipo de documento: |
Dissertação
|
| Tipo de acesso: |
Acesso aberto |
| Idioma: |
por |
| Instituição de defesa: |
Universidade Federal de Goiás
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| Programa de Pós-Graduação: |
PROFMAT - Programa de Pós-graduação em Matemática em Rede Nacional - Sociedade Brasileira de Matemática (IME)
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| Departamento: |
Instituto de Matemática e Estatística - IME (RMG)
|
| País: |
Brasil
|
| 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: |
http://repositorio.bc.ufg.br/tede/handle/tede/13724
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Resumo: |
This paper brings a pedagogical proposal about learning of complementary concepts and of some Euclidian geometric axioms for the teaching of students with blindness. Through a teaching sequence, based in Antoni Zabala (1985), we developed tasks that explore mathematics and which can enable a meaningful learning experience to students. We combined pedagogical strategies such as kinesthetic learning, the use of touchable resources and audio description. We considered the theoretical background, presented by Vygotsky about the development of language and the experiences in the individual their midst. To the didactical sequence previous knowledge can be considered to create tasks to students for they provide a truthful significance to the acting of teaching. We did bibliographical research, the revision of a diverse group of teaching materials-books and scientific articles, specialized websites and pedagogical proposals. Thus, this manuscript, we hope with the pedagogical proposal for teaching the geometry, especially to blindness people, contribute and reinforce the hypothesis that combined strategies of inclusive teaching is beneficial to all: teachers, students, educators, the school community and society |
