O aluno com síndrome de Down nas aulas de matemática : desafios e perspectivas

Resumo

This research had as method a case study with qualitative approach, whose objective was to analyze the learning of the Decimal Numbering System and Elementary Mahematical Problem Solving of a student with Down syndrome, enrolled in the first year of elementary school in a private school network in the city of Aracaju. The study was divided into the following steps: bibliographical survey, interviews with teachers and legal guardian of the child, besides 36 hours of observations and 80 hours of interventions. The theoretical support for Down syndrome was elaborated from the studies of Siegfried Pueschel and José Salomão Schwartzan; the interviews, observations and interventions were based on the concepts of Heraldo Marelim Vianna and Marli Eliza D. A. de André. The pedagogical activities developed in the interventions were based on the experiences of Constance Kamii, Leo Akio Yokoyama and Jean Piaget's theory of mental development. We considered the cognitive limitations caused by trisomy on chromosome 21, which can interfere in the learning process of the mathematical contents of people with this intellectual deficiency, reason why the activities worked on the interventions had the objective of understand the student's mental development, mainly in the counting procedure and in the associotion of number of objects with the corresponding number. In this perspective, manipulable materials, calculating machines, games and the architectural structure of the school (staircase) were used in order to mobilize the student in learning of the elementary knowledge of Mathematics. The use of the materials and resources served as facilitators in the student's approximation with the mathematical contents such as quantify and in the counting procedure. The cognitive difficulties of the observed child were and are gradually being administered, with significant advances in the specifics that are peculiar to the people with this deficiency, for example: concentration, continuity and finalization of the activities. The systematization of the activities, the concrete materials associated to the social functions of Mathematics, the teacher's mediation contributed to increase the cognitive level and facilitated the understanding of the decimal number system of the child with Down syndrome in question. The studies on the subject have not been exhausted, the need for continuity of research in this area, which could guide the activities of people involved in the process of developing the mathematical learning of people with intellectual disabilities, is unquestionable.

Metadados

Veículo

Pós-Graduação em Ensino de Ciências e Matemática

Orientação

Verônica dos Reis Mariano Souza

Acervo

Teses e dissertações (BDTD/UFS)

Ano

2018

Idioma

por

Tipo

Dissertação

Texto completo

http://ri.ufs.br/jspui/handle/riufs/8307

Palavras-chave

Educação matemática · Processo de aprendizagem · Síndrome de Down · Mathematics education · Learning process · Down's Syndrome · CIENCIAS HUMANAS::EDUCACAO

Fonte do metadado

ri-ufs

Exportar citação

@misc{santos2018o,
  title   = {O aluno com síndrome de Down nas aulas de matemática : desafios e perspectivas},
  author  = {Teresinha Maria dos Santos},
  year    = {2018},
  journal = {Pós-Graduação em Ensino de Ciências e Matemática},
  url     = {http://ri.ufs.br/jspui/handle/riufs/8307},
}

TY  - GEN
AU  - Teresinha Maria dos Santos
TI  - O aluno com síndrome de Down nas aulas de matemática : desafios e perspectivas
PY  - 2018
JO  - Pós-Graduação em Ensino de Ciências e Matemática
UR  - http://ri.ufs.br/jspui/handle/riufs/8307
AB  - This research had as method a case study with qualitative approach, whose objective was to analyze the learning of the Decimal Numbering System and Elementary Mahematical Problem Solving of a student with Down syndrome, enrolled in the first year of elementary school in a private school network in the city of Aracaju. The study was divided into the following steps: bibliographical survey, interviews with teachers and legal guardian of the child, besides 36 hours of observations and 80 hours of interventions. The theoretical support for Down syndrome was elaborated from the studies of Siegfried Pueschel and José Salomão Schwartzan; the interviews, observations and interventions were based on the concepts of Heraldo Marelim Vianna and Marli Eliza D. A. de André. The pedagogical activities developed in the interventions were based on the experiences of Constance Kamii, Leo Akio Yokoyama and Jean Piaget's theory of mental development. We considered the cognitive limitations caused by trisomy on chromosome 21, which can interfere in the learning process of the mathematical contents of people with this intellectual deficiency, reason why the activities worked on the interventions had the
ER  -