A mediação do professor e a aprendizagem de geometria plana por aluno com transtorno do espectro autista (Síndrome de Asperger)
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Data
2017-06
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Editor
Evandson Paiva Ferreira
Resumo
This article aims to analyze the meaning given to the geometric object of study by a student with Asperger Syndrome, from application of a pedagogical proposal that valued the development activities in School Mathematics Laboratory (LME). Its problematic two questions: (1) What are the mediations developed by a math teacher for a student with Asperger's syndrome when involved in activities in a plane geometry School Mathematics Laboratory (LME)? (2) What are the mediators acts that emerge in collective activities of geometrical learning when a student with Asperger Syndrome is involved in it? The investigative approach is qualitative and the method used was the case study. Procedures and methodological procedures adopted in the research involved learning workshops records developed with the subject of research, interviews, dialogues and documentary analysis. The theoretical assumptions that guided the research were based on Theory Historical-Cultural. The results showed that the use of psychological instruments LME and signs in individual and collective activities have led mediators acts which have worsened the abstraction and identification of geometric properties across the board.
Descrição
Palavras-chave
Autismo, Síndrome de Asperger, Educação especial, Laboratório de Matemática, Mediação docente, Autism, Asperger syndrome, Special education, Mathematics laboratory, Mediation teacher
Citação
DELABONA, Stênio Camargo; CIVARDI, Jaqueline Araújo. A mediação do professor e a aprendizagem de geometria plana por aluno com transtorno do espectro autista (Síndrome de Asperger). Polyphonía, Goiânia, v. 28, n. 1, p. 157-174, jan./jun. 2017. Disponível em: https://www.revistas.ufg.br/sv/article/view/43455/21733.