O ensino de números decimais em uma classe inclusiva do ensino fundamental : uma proposta de metodologias visando à inclusão

• Ano de defesa: 2017
• Autor(a) principal: Araújo, Marcelo Marques de
• Tipo de documento: Tese
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Mato Grosso; Brasil; Instituto de Ciências Exatas e da Terra (ICET); UFMT CUC - Cuiabá; Programa de Pós-Graduação em Educação em Ciências e Matemática - PPGECEM
• Palavras-chave em Português: Números decimais; Calculadora musical; Tabuleiro de decimais; Deficiência visual; Inclusão; CNPQ::CIENCIAS EXATAS E DA TERRA::MATEMATICA; Decimal numbers; Musical calculator; Board decimals; Visual impairment; Inclusion
• Link de acesso: http://ri.ufmt.br/handle/1/5066

This study aimed to investigate which the contributions of teaching methods and learning of additive operations with decimals oriented education students in an inclusive class in the third elementary school cycle. The research was conducted with 10 participants, two teachers, a math teacher investigated class and another who served in the resource room, and eight students participating in an inclusive class in the city of Belém (PA), one of them was visually impaired . The research took place for a period of six months and consisted of an observation period of math classes and other disciplines of the class investigated for a period of two months, and has relied on the application of a semi-structured interview with both teachers and students with visual impairment of the investigated group, application probing questions and application of accommodation verification issues of content worked after the period of use of the methodologies used by the participants of the research students. The research had a qualitative approach and used as a methodology to action research, and the application of two intervention methods: the use of MusiCALcolorida software and the use of decimals Board, in order to understand which propositional aspects of these two tools to process teaching and learning of decimals additives geared to students with visual impairment and without disabilities. The results obtained from the survey showed that the use of MusiCALcolorida software and Decimals board were propositional not only for learning and understanding of decimals in additive operations with students with visual impairment, as well as the other participating students without visual impairment. Thus, the analysis of the data showed that there was significant increase in understanding the additive operations with decimals on average 60% of the students in the use of the understanding and operation of that mathematical subject, and represents a strengthening of interaction and socialization among students as a tool to reduce the segregation process and focus on winning paths aimed at inclusion of students with the question of recovery and enrichment of perception of students with special educational needs with the searched class.