O processo de ensino-aprendizagem de uma estudante com dupla excepcionalidade na disciplina de matemática no ensino médio
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Data
2024-04-25
Autores
Barcelos, Luana de Melo Scandian
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Universidade Federal do Espírito Santo
Resumo
This study presents research on Dual Exceptionality (DE) involving AH/SD – High Abilities/Giftedness, ASD – Autism Spectrum Disorder and ADHD – Attention Deficit/Hyperactivity Disorder. It is also intertwined with the development and practice of pedagogical games and the use of concrete materials based on the creation movement in the mathematics discipline with an approach to the content of Probability and Statistics. Thus, we have the following problematization: How does the teaching learning process of a student with Dual Exceptionality in the mathematics subject, in high school, happen and are experienced, taking into account the development and practice of pedagogical games and the use of concrete materials from a creative perspective? The objective is to analyze the appropriation and development of new knowledge by enhancing the existing knowledge of students with DE. The methodology comprises a case study in which the student's biological, socio-historical and school contexts are analyzed. The research has a qualitative approach and was carried out at the Federal Institute of Espírito Santo (IFES), in São Mateus. It was developed through observations, notes on pedagogical practices and interventions within the scope of pedagogical games. Semi-structured interviews were also carried out with the research participants, including the student and the mathematics teacher. The interpretation and analysis of the collected material is based on the historical-cultural perspective of Vigotski (1991, 2000, 2001, 2004, 2012, 2018, 2022) and authors who investigate AH/SD such as Gardner (1995 and 2006) and Renzulli (2004, 2014). In the actions developed, the use of the student's potential to overcome her difficulties and in indirect paths stands out, that is, in the tools that were developed according to her specificities and peculiarities, enabling the promotion of accessibility in mediation for learning.
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Dupla excepcionalidade , Jogos pedagógicos , Mediação pedagógica