Educação matemática no ensino médio e a inclusão de alunos com deficiência visual
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Data
2012-11-27
Autores
Palmeira, Cátia Aparecida
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Universidade Federal do Espírito Santo
Resumo
This master work with focus in mathematics education is linked with the Graduate
Education Program at Center of Education at Federal University of Espírito Santo.
Our study took place in 2011 in a state public school from the city of Vitoria, ES. Our
research of qualitative nature investigates the possibilities of mathematics learning in
a regular 3rd year secondary class having also students with visual deficiency. We
have tried to answer the question: What possibilities of mathematics learning do
happen in a 3rd year class of secondary school that has 4 students with visual
deficiency when it incorporates a practice of solving and posing problems and
incentives interaction among students? We have used Vygotsky’s ideas to analyze
interactions in the learning process. The perspectives from Polya, Santos and
Santos-Wagner have guided us to interpret students’ mathematics learning in tasks
of problem solving and problem posing. We have developed mathematics activities
from equations from 1st and 2nd grade, linear systems, trigonometry and
probabilities based on the questions proposed by Pitombeira (2008). We have
collected data through questionnaires, mathematics tasks and workshops. In the
analysis from these students’ tasks we have found evidences of changes in their
studies habits outside school. We have noticed the development of student
autonomy by searching new mathematics learning and strategies to solve and pose
problems. We have also identified major interaction between teacher/students and
among students with visual deficiency and the others. Our work has showed that it is
possible to include all the youth students of secondary school in the process of
mathematics learning. We do hope that this work offers inspiration to other teachers
to develop pedagogical practices that try to assure participation and learning of all
students in their classes. We also dream that teachers will be inspired by this
research to consider peculiarities, particularities and skills of all the involved in the
process of mathematics teaching and learning.
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Mathematics - secondary school , Interaction , Inclusion , Problem solving and problem posing , Matemática - ensino médio , Resolução e elaboração de problemas , interação , inclusão