AN APPROACH TO THE PLANE GEOMETRY TEACHING IN THE INCLUSIVE SCHOOL CONTEXT: A DEAFBLINDNESS STUDENT CASE

Authors

  • Daiane Leszarinski Galvão PPGECT UTFPR, Faculdade Guairacá, Guarapuava, Paraná, Brazil
  • Sani de Carvalho Rutz da Silva UTFPR, Ponta Grossa, Paraná, Brazil
  • Elsa Midori Shimazaki UEM, Maringá, Paraná, Brazil
  • Cleverson Sebastião dos Anjos IFPR, Irati, Paraná, Brazil

DOI:

https://doi.org/10.46827/ejse.v0i0.1485

Keywords:

special education, deafblindness, mathematics teaching

Abstract

This article is part of a master’s research developed about Mathematics teaching and the inclusion of students with deafblindness in the regular education. The research took place as a result of discussions in the Inclusive Education research group, that belongs to the Paraná Federal Technological University, Ponta Grossa campus, and it intended to develop teaching strategies in which all the students, with or without disabilities, used the same material and developed activities regarding the Plane Geometry concepts, effecting, thus, the school inclusion in Mathematics teaching. The research presents a qualitative and quantitative approach, using the case study as a strategy, and was carried out with eleven students of a 9th grade class from a Paraná interior state school, in which there was one student with deafblindness. The participants answered a pre-test, with conceptual questions related to the Plane Geometry and, posteriorly, there was a pedagogical intervention based on the Historical-Cultural Theory, approaching mathematical concepts using adapted manipulatives, giving opportunities to all students to elaborate these concepts. The next step was the post-test application in order to measure the appropriation of concepts by the students. In the test application and pedagogical intervention, the participants were filmed and the recordings were transcribed. The results indicate that teaching strategies with well-defined objectives contribute to the students, with or without disabilities, to develop mathematical concepts.

 

Article visualizations:

Hit counter

DOI

References

Galperin, Piotr Yakovlevich. La formacion de las imágenes sensoriales y los conceptos. In: Rojas, Luis Quintanar; Solovieva, Yulia. Las funciones psicológicas en el desarrollo del niño. México: Trillas, 2009a.

______. La formacion de los conceptos y las acciones mentales. In: rojas, Luis Quintanar; Solovieva, Yulia. Las funciones psicológicas en el desarrollo del niño. México: Trillas, 2009b.

______. La investigación del desarrollo intelectual del niño. In: rojas, Luis Quintanar; Solovieva, Yulia. Las funciones psicológicas en el desarrollo del niño. México: Trillas, 2009c.

Maia, Shirley Rodrigues; Araóz, Susana Maria Mana; Ikonomidis, Vula Maria. Surdocegueira e Deficiência Múltipla Sensorial: sugestões de recursos acessíveis e estratégias de ensino. São Paulo: Grupo Brasil de Apoio ao Surdocego e ao Múltiplo Deficiente Sensorial, 2010.

Menezes, J; E. Conhecimento, interdisciplinaridade e atividades de ensino com Jogos Matematicos: uma proposta metodológica. Recife: UFRPE, 2008.

Nacarato, Adair Mendes. Eu Trabalho primeiro no concreto. Revista de Educação Matemática. Sociedade Brasileira de Educação Matemática (SBEM). Ano 9, n.9-10, (2004-2005), p.1-6. Disponível em http://vicenterisi.googlepages.com/RevEdMat_gamo.pdf#page=7 Acesso em 28/05/2015.

Nascimento, F. A. A. A. C. Educação Infantil: saberes e práticas da inclusão: dificuldades de comunicação e sinalização: surdocegueira/múltipla deficiência sensorial. 4 ed. Brasília: MEC, Secretaria de Educação Especial, 2006.

Nascimento, F. A. A. A. C.; Costa, M. P. R. Descobrindo a surdocegueira: educação e comunicação. São Carlos: EdUFSCar, 2010.

Núñez, Isauro Beltrán; Pacheco, Otmara Gonzalez. Formação de conceitos segundo a teoria de assimilação de Galperin. Cad. Pesq. N. 105, p. 92-109, nov, 1998.

Rêgo, R. M.; Rêgo, R. G. Matemáticativa. João Pessoa: Editora Universitária / UFPB, INEP, Comped, 2000.

Talizina, Nina. La teoria de la actividad aplicada a la ensenanza. Puebla: 2009.

Viginheski, Lúcia Virginia Mamcasz. Uma abordagem para o ensino de produtos notáveis em uma classe inclusiva: o caso de uma aluna com deficiência visual. Dissertação (Mestrado). Ponta Grossa, 2014.

Vygotski, Lev Semenovich. A formação social da mente. 6 ed. São Paulo: Martins Fontes, 1998.

Downloads

Published

2018-03-10

Issue

Vol 3, No 2 (2018)

Section

Articles

License

Authors who publish with this journal agree to the following terms:

 

  1. Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.

 

  1. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.

 

  1. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).