O ensino de geometria plana: uma análise do desenvolvimento do pensamento teórico de surdos em situações desencadeadoras de aprendizagem

• Ano de defesa: 2020
• Autor(a) principal: Sansão, Welbert Vinícius de Souza
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Lavras; Programa de Pós-graduação em Educação; UFLA; brasil; Departamento de Educação
• Palavras-chave em Português: Pensamento matemático; Educação de surdos; Visualidade; Mediação; Teoria histórico-cultural; Mathematical thinking; Deaf education; Visuality; Mediation; Historical-cultural theory; Educação
• Link de acesso: http://repositorio.ufla.br/jspui/handle/1/39114

This research discusses the relationship between thought and mediation, in a study on the logical-historical development of flat geometry in mathematics education for the Deaf. To this end, this work aims to analyze evidence of development of the theoretical thinking of Deaf students in a process of meaning production of meanings in relation to the concepts of plane geometry mediated by digital technologies. As methodological procedures, at first, we performed a bibliographic review, aiming to understand the contributions brought by research on the development process of the Deaf's thinking from the Historical-Cultural perspective, from the mathematical visuality and from the logical-historical of the flat geometry. Thus, we problematize the triggering situations of learning for the formation of mathematical thinking, since the guiding question of this research is: What conceptual elaborations do Deaf students produce regarding concepts of plane geometry in triggering situations of learning mediated by digital technologies? For the development of the educational product of analysis, we carried out the research in the Municipal School Tancredo PhideasGuimarães, located in the city of Belo Horizonte, with a group of six Deaf students in Elementary School II. For the production of the research data, the analysis was recorded through video recordings, logbook and student record of the proposed situations. From this input, using interpretative analysis, we observe the behaviors and meanings that deaf students produce. Thus, we found that mediation, characterized by the use of Libras, technological instruments and teaching action, are tensioning elements for the development of mathematical thinking and for the re-signification of the teaching and learning process in inclusive education contexts.