Educação Matemática e Inclusão Escolar: a construção de estratégias para uma aprendizagem significativa

• Ano de defesa: 2015
• Autor(a) principal: Lanuti, José Eduardo de Oliveira Evangelista [UNESP]
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Estadual Paulista (Unesp)
• Palavras-chave em Português: Educação; Educação - Matemática; Estratégias de aprendizagem; Inclusão em educação; Education
• Link de acesso: http://hdl.handle.net/11449/124053; http://www.athena.biblioteca.unesp.br/exlibris/bd/cathedra/02-06-2015/000831611.pdf

This research was conducted under the Program of Graduate Studies in Education of the Faculty of Science and Technology - Universidade Estadual Paulista (FCT/UNESP) and inserted into the line of research Formative Processes and Practices in Education. It was also sponsored by Fundação de Amparo à Pesquisa do Estado São Paulo (FAPESP) - number 2012/17539-7. Considering the assumptions of a quality education for all, which is now the school inclusion parameter, supported by the current educational legislation, the teacher needs to develop methods and strategies that enhance meaningful learning and students' participation in the process of teaching and learning. School inclusion is associated with the school democratization process, thus the teachers' concern should focus on ―how‖ all students can learn. According to the assumptions of mathematics education, for the learning to be successful among students is significantly necessary to develop contextualized activities that make sense for them. Under these assumptions the general objective of this research was to identify which strategies used by teachers of Mathematics could promote greater participation of all students in the 6th grade of elementary school (participants in this study) and therefore enhance their experience in the classroom. This is a qualitative study of the intervention type. Two classes with 31 and 23 students took part in this research, and by reflecting upon their own practice the teacher considered which strategies would facilitate the learning process of such students and their participation in the lessons. The instruments used for data collection were the field journal and a camera for shooting the lessons...