Detalhes bibliográficos
| Ano de defesa: |
2022 |
| Autor(a) principal: |
Costa, Marilei Mario da |
| Orientador(a): |
Marques, Clândio Timm |
| Banca de defesa: |
Vieira, Valesca Vargas,
Porta, Leonardo Dalla |
| Tipo de documento: |
Dissertação
|
| Tipo de acesso: |
Acesso aberto |
| Idioma: |
por |
| Instituição de defesa: |
Universidade Franciscana
|
| Programa de Pós-Graduação: |
Programa de Pós-Graduação em Ensino de Ciências e Matemática
|
| Departamento: |
Ensino de Ciências e Matemática
|
| 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://www.tede.universidadefranciscana.edu.br:8080/handle/UFN-BDTD/1166
|
Resumo: |
This study sought to analyze and develop teaching strategies and resources that would facilitate the construction of concepts of numbers for students with intellectual disabilities. The research presents in its theoretical framework the evolution of legislation on inclusion, as well, looks for the definition of intellectual disabilities through conducted research for several authors. Observing Vygotsky's Historical-Cultural Theory, the basis of this project, it is noted that through teaching experiences, it is possible to mediate knowledge, and different learning for the construction of mathematical concepts by students who present cognitive difficulties due to intellectual disability. The mediation between the student, the cultural environment, historical contributions and the social and school environment, covering the teaching experience, brings expectations regarding cognitive growth in the concepts of number construction and its operations in a way that their learning has meaning and understanding. Due the study being about the construction of the number and its operations, it was sought the National Common Curricular Base of the 1st and 2nd years of elementary school for a better understanding of the skills and abilities to be developed and it was elaborated a description of facts about the emergence of numbers in civilization. The research was analyzed in a qualitative way, being held in a municipal school in the city of Restinga Sêca, involving 2 students with intellectual disability. In each proposed activity there was a record through the logbook, analyzing the possibilities of strategies and resources proposed to students and later, organized in an E-book for suggestions to the teachers and special educators who try to include students with intellectual disabilities in the school environment. During the research it was observed that if we adapt the materials in a simple and daily way, valuing speaking and then writing (when possible), the learning will occur and potentialities can be evidenced. The inclusion of a student with a disability is a right of the student and a duty of the teacher, because even if the teaching and learning process does not occur in a continuous and efficient way, the persistence in searching for new methodologies, resources and strategies should be the stimulus for educational equity. |
