Estratégias e mediações para o ensino de geometria plana à luz do desenho universal pedagógico na perspectiva da educação matemática inclusiva
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2018-06-04
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Universidade Federal de Goiás
Resumo
This work aimed to develop and investigate strategies and mediations for the teaching of
contents of Flat Geometry in light of the Historical-Cultural Theory and the Universal
Pedagogical Design focused on Inclusive Mathematical Education. To achieve this goal, we
developed a teaching and learning project with the collaboration of the regent teacher in
which its application sought to answer the following question: What are the characteristics
that should be observed in the definition of teaching strategies developed according to the
Universal Pedagogical Design lead to an Inclusive Mathematical Education in the teaching
of areas and perimeter of flat figures in the context of basic education? The Historical-Cultural
Theory of Vigotiski (1993), complemented by Leontiev's Theory of Human Activity (1978)
and The Theory of Learning Activity in the child in Galperin (1987) are some of the
theoretical presuppositions that subsidize research and pedagogical actions. The elaboration
of pedagogical strategies and instruments are also based on the concept of Universal
Pedagogical Design of Kranz (2015). To reach the proposed objectives, we adopted the
qualitative approach, using techniques and instruments such as: participant observation, field
diary, structured interview, audio and video recording and student and teacher registration.
The characteristics showed us: a) The recognition of the importance of the planning and the
use of the procedures in the development of a pedagogical activity helped the students to find
reasons to participate in the activity. The identification of these elements are indications that
the proposal elaborated managed to show the objective of the activity. b) The use of activities
in groups promoted a greater interaction between the students and motivated them to
participates in the activities. c) The use of the pedagogical tools from the perspective of the
DUP allowed all students to participate in the activity in order to create strategies to solve the
problems and interact among the colleagues. d) The use of the pedagogical tools elaborated
from the perspective of the DUP provided the students' learning of the concepts of area and
perimeter. e) The use of psychological instruments by the teachers in the learning activity,
propitiated mediating actions that fostered in the students aspects of an intuitive reasoning in
the formulation of the concepts of area and perimeter. From specific cases and through
mediating actions, it was possible to perceive the application of the concepts worked by
students in a generalized way. e) The sense that the teachers gave the error of the students, in
the activities of the Project of Teaching and Learning of Flat Geometry for All - PEAGPT, is
that of a pedagogical component articulating the learning. f) The process of mediation
performed with the Geoplane instrument presented a weakness in the strategy drawn to
measure the length of the figures in which one side did not pass through two points of the
same square.
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CAETANO, D. B. Estratégias e mediações para o ensino de geometria plana à luz do desenho universal pedagógico na perspectiva da educação matemática inclusiva. 2018. 193 f. Dissertação (Mestrado em Ensino na Educação Básica) - Universidade Federal de Goiás, Goiânia, 2018.