Tecnologias assistivas no Ensino de Matemática para alunos surdos na Educação Superior.

• Ano de defesa: 2020
• Autor(a) principal: Paiva, Adriana Borges de
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Uberlândia; Brasil; Programa de Pós-graduação em Tecnologias, Comunicação e Educação (Mestrado Profissional)
• Palavras-chave em Português: Matemática; Tecnologias Assistivas; Surdo; Inclusão; Ensino; Aprendizagem; Mathematics; Assistive Technologies; Deaf; Inclusion; Teaching; Learning; CNPQ::CIENCIAS HUMANAS::EDUCACAO::ENSINO-APRENDIZAGEM::TECNOLOGIA EDUCACIONAL
• Link de acesso: https://repositorio.ufu.br/handle/123456789/29463; http://doi.org/10.14393/ufu.di.2020.476

This research was carried out from the following question: What are the most appropriate Assistive Technologies in teaching Mathematics to deaf students in Higher Education? Based on this northern issue, we intended to identify, analyze and describe which are the most appropriate Assistive Technologies in teaching Mathematics to deaf students in Higher Education. In order to answer the proposed problem and achieve the objectives set out, an investigation was done in a qualitative, more specific approach, adopted as a meta-analysis, based on the studies of Fiorentini and Lorenzato. Initially, legislation and events dealing with inclusive education were selected. The role of Assistive Technologies was discussed as an important tool in the construction of knowledge, allowing better communication and as an alternative to alter the model that still prevails in Brazilian educational systems, based on repetition and reproduction and by the following untested research. to study of school success. In a practical way, four applications directed to the deaf were analyzed and compared to evaluate the possibility of using it for teaching and learning Mathematics in Higher Education. To create a research, conduct a study on Learning Theories and the importance of each of them for the teacher can use their role and from their conceptions and objectives to know how to identify or the right time to use it. This mode shows how it is possible and precise to include Assistive Technologies for Teaching Mathematics to deaf students in Higher Education to enable inclusive and respectful teaching as differences.