O uso da calculadora como recurso de tecnologia assistiva no ensino de aritmética para os alunos com deficiência intelectual inseridos na Educação de Jovens e Adultos (EJA)
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2015-06-22
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Universidade Federal de Goiás
Resumo
By acting in the pedagogical coordination and follow up the difficulties presented by some
teachers to teach mathematical concepts to adult learners, especially those with intellectual
disabilities, the Elementary School entered in the Youth and Adult Education, became
interested in investigating: How calculator is sets as an Assistive Technology for numeracy
teaching for students with Intellectual Disabilities in Elementary Education of EJA and what
are the possible impacts of using these technologies in the learning of these students? From
that context began the research that is object is numeracy teaching for students with
intellectual disabilities through the use of the calculator as an Assistive Technology feature.
This question gave rise to this work, carried out through a qualitative research, the method is a
method of educational intervention research, whose main objective is to develop a proposal
for a pedagogical intervention with the use of Assistive Technology. It was used as a
theoretical contribution of authors who address and discuss topics: Mathematics Education,
Youth and Adult Education, Inclusive Education and Intellectual Disability whose
understandings and theoretical concepts run counter to established to carry out this work.
Some authors have referred to us were Freire (1987), D'Ambrósio (1990); Fonseca (2012);
Ponte (1989; 1992; 2014); Vygotsky (1994, 2001, 2004, 2014); Moysés (2012); Machado
(2013); Mantoan (2003, 2006a; 2006b); Vargas; Maia (2011); Paulon; Freitas; Pinho (2005)
and Vasconcellos (1995). Mediation has emerged based on theoretical assumptions and
Vygotsky through speeches and records of educators and students, divided into two
subcategories: pedagogical mediations and the use of the calculator articulated to other
mediators resources, which helped to unveil the initial research problem and objectives,
directing the search for possible answers. The result of the analysis allowed us to assess that
the objectives regarding the use of the calculator as an assistive technology resource, were
included as contributed to the students could have more independence and autonomy in
school activities involving mathematical concepts, offered new possibilities for learning and
generated results for the students that went beyond the school walls.
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Citação
RODRIGUES, L. B. O uso da calculadora como recurso de tecnologia assistiva no ensino de aritmética para os alunos com deficiência intelectual inseridos na Educação de Jovens e Adultos (EJA). 2015. 238 f. Dissertação (Mestrado Profissional em Ensino na Educação Básica) - Universidade Federal de Goiás, Goiânia, 2015.