A mediação do professor e a aprendizagem de geometria plana por aluno com transtorno do espectro autista (síndrome de Asperger) em um laboratório de matemática escolar
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2016-03-15
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Universidade Federal de Goiás
Resumo
Thinking of education as a process of human formation, based on social, cultural, historical
relations in an inclusive context, is a challenge for teachers and researchers in all fields of
knowledge. In this sense, this research aims to contribute to the inclusive education in
mathematics of students with autistic spectrum disorders. This study set out to analyze the
meaning given to the geometric object of study by a student with Asperger syndrome, through
the application of a pedagogical proposal, which would favor designing activities in the School
Mathematics Laboratory (SML). The object of the research is mediations designed in the SML
and their impact on the process of argumentation and geometric learning by a student with
Asperger syndrome. The research problem consists of three questions: (1) What are the
mediations designed by a teacher of Mathematics for students with Asperger syndrome
involved in plane geometry activities in an SML? (2) What mediator actions emerge in
collective geometrical learning activities when a student with Asperger syndrome is involved?
(3) What arguments are used by a student with Asperger syndrome in solving plane geometry
problems? This study takes a qualitative approach and the method used was that of a case study
of observation. The procedures and methodological resources adopted in the research involved
learning workshop records drawn up with the subject of the research, interviews, dialogues,
record and documentary analyses. The underlying theoretical assumptions were based on the
Cultural-Historical Theory. The results show evolution in the process of argumentation and in
solving mathematical activities on the part of the student. This denotes better manipulation of
mathematical signs and also the acquisition of scientific concepts. Mediations and social
interactions between students and the teacher were crucial to the development and learning of
geometrical concepts with greater meaning for the student with Asperger syndrome. As an
educational product of this research, a CD was designed containing the script of all the
workshops held in the SML, the planning, reasons and needs which led to its application.
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DELABONA, S. C. A mediação do professor e a aprendizagem de geometria plana por aluno com transtorno do espectro autista (síndrome de Asperger) em um laboratório de matemática escolar. 2016.195 f. Dissertação (mestrado em Ensino na Educação Básica) - Universidade Federal de Goiás, Goiânia, 2016.