Detalhes bibliográficos
| Ano de defesa: |
2019 |
| Autor(a) principal: |
Santos, Melina Nymann dos
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| Orientador(a): |
Pereira, Luiz Henrique Ferraz
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| Banca de defesa: |
Não Informado pela instituição |
| Tipo de documento: |
Dissertação
|
| Tipo de acesso: |
Acesso aberto |
| Idioma: |
por |
| Instituição de defesa: |
Universidade de Passo Fundo
|
| Programa de Pós-Graduação: |
Programa de Pós-Graduação em Ensino de Ciências e Matemática
|
| Departamento: |
Instituto de Ciências Exatas e Geociências – ICEG
|
| País: |
Brasil
|
| Palavras-chave em Português: |
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| Área do conhecimento CNPq: |
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| Link de acesso: |
http://tede.upf.br:8080/jspui/handle/tede/1823
|
Resumo: |
The demands of contemporary society point to the need for changes in the school context, especially when it comes to the mathematics discipline to demystify a possible distorted view of this discipline by students. From this perspective emerges the search for materials and teaching strategies capable of attracting students and bringing the contents closer to the reality of learners, as well as to provide students with an understanding of mathematical contents. In addition, there is the inclusion of students with special needs who also demand the search for new teaching alternatives. In this sense, manipulable materials are an option, among others, that can be used to teach students. From this understanding and the observation of the classes held in the Mathematics workshop, which offers school reinforcement classes for deaf students, the following question arose: How can the use of manipulable materials help to learn the division operation of natural numbers? in teaching deaf students? In order to answer this question we sought to develop, apply and evaluate a didactic proposal based on the historical-cultural theory. To this end, the work developed a didactic module structured from didactic engineering, as a research methodology, for the teaching of this cont ent to such students. Thus the present study was characterized as a case study of qualitative nature and used as instruments for data collection and evaluation of the viability of the proposal: classroom diary, semi-structured interviews and images of the activities performed by the students. Thus, at the end of the proposal, we contribute to the teaching of the concept of natural number division algorithm using the Euclidean algorithm and also the divisor multiples method to teach this concept to three deaf students participating in the research, as well as as using the elaborate manipulative materials, in this case a workbook, a division roulette, a quotient bingo, and a memory game that are contained in the educational product. Soon it was verified throug hout the research the pedagogical potentiality of the use of manipulable materials for the learning of the operation of division of natural numbers, because these provided: the visualization, comprehension and interpretation of the problem situations; identification of division elements; connection between the manipulable and the abstract; visualization of resolution procedures; the construction of learning; an environment of interaction and mutual help; as well as helping the teacher to make teaching more accessible and attractive. Therefore, from the results obtained in this research is available to current and future teachers, who intend to use manipulable materials in their classes, a didactic module that was designed for this purpose. Since it is availa ble on the program page and on the eduCapes portal <http://educapes.capes.gov.br/handle/capes/554167>. |
