ASSISTIVE TECHNOLOGIES, FRACTION TEACHING AND DEAFNESS: LOOKS OF ACADEMICS OF A COURSE OF DEGREE IN MATHEMATICS

• Autor(a) principal: Leal Scapin, Larissa
• Data de Publicação: 2019
• Outros Autores: Camargo de Almeida Klaus, Vanessa Lucena, Nakamura Bondezan, Andreia, Lübeck, Marcos
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Revista Prática Docente
• DOI: 10.23926/RPD.2526-2149.2019.v4.n2.p391-410.id450
• Texto Completo: https://periodicos.cfs.ifmt.edu.br/periodicos/index.php/rpd/article/view/510
• topic: Ensino de Matemática; Tecnologias Assistivas; Surdez; Formação Inicial de Professores; Assistive Technologies; Mathematics Teaching; Deafness; Initial Teacher Training

In this paper we present an investigative experience with assistive technologies and deafness, applied in a Mathematics Degree Course at a Public University of Foz do Iguaçu/PR. Based on a Case Study and the Content Analysis, we conducted a bibliographic review on special education, scholar inclusion, initial teacher training and assistive technologies, as well implemented an educative proposal with the academics from that institution, with the objective of bringing looks of these future teachers regarding the use of some assistive technologies in teaching fractions, considering the particularities of deafness. The results show that there have been advances in the teaching and learning process of this content and on the theme of inclusion in the academics vision, and the notes presented by them in the classes descriptions and the analysis of their written records allow us to say that the proposal, depending on the creativity and planning of the teacher and his consideration of the context in which students, listeners and deaf people are inserted, can be inclusive. And the reflections about this teaching practice lead us to conclude that there was a significant contribution to the initial training of the undergraduate students in Mathematics.