ASSISTIVE TECHNOLOGIES, FRACTION TEACHING AND DEAFNESS: LOOKS OF ACADEMICS OF A COURSE OF DEGREE IN MATHEMATICS
Autor(a) principal: | |
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Data de Publicação: | 2019 |
Outros Autores: | , , |
Tipo de documento: | Artigo |
Idioma: | por |
Título da fonte: | Revista Prática Docente |
Texto Completo: | http://periodicos.cfs.ifmt.edu.br:443/periodicos/index.php/rpd/article/view/450 |
Resumo: | 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. |
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ASSISTIVE TECHNOLOGIES, FRACTION TEACHING AND DEAFNESS: LOOKS OF ACADEMICS OF A COURSE OF DEGREE IN MATHEMATICSTECNOLOGIAS ASSISTIVAS, ENSINO DE FRAÇÕES E SURDEZ: OLHARES DE ACADÊMICOS DE UM CURSO DE LICENCIATURA EM MATEMÁTICAIn 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.Neste artigo apresentamos uma experiência investigativa com tecnologias assistivas e surdez, aplicada no Curso de Licenciatura em Matemática de uma Universidade Pública de Foz do Iguaçu/PR. Com base num Estudo de Caso e na Análise de Conteúdo, realizamos uma revisão bibliográfica sobre educação especial, inclusão escolar, formação inicial de professores e tecnologias assistivas, bem como implementamos uma proposta educativa com os acadêmicos da referida instituição, com o objetivo de trazer olhares desses futuros professores com relação ao uso de algumas tecnologias assistivas no ensino de frações, considerando as particularidades da surdez. Os resultados mostram que houve avanços no processo de ensino e aprendizagem deste conteúdo e sobre a temática da inclusão escolar na visão dos acadêmicos, e os apontamentos apresentados por eles nas descrições das aulas e a análise dos seus registros escritos permitem dizer que a proposta, a depender da criatividade e planejamento do professor e da consideração que o mesmo faz do contexto em que os alunos, ouvintes e surdos, se encontram inseridos, pode ser inclusiva. E as reflexões acerca dessa prática de ensino nos levam a concluir que houve uma contribuição significativa para a formação inicial dos acadêmicos do curso de Licenciatura em Matemática.Revista Prática Docente2019-12-27info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionMatemáticaMatemáticaMatemáticaapplication/pdfhttp://periodicos.cfs.ifmt.edu.br:443/periodicos/index.php/rpd/article/view/45010.23926/RPD.2526-2149.2019.v4.n2.p391-410.id450Revista Prática Docente (Journal Practice Teacher); Vol. 4 No. 2 (2019): Julho a Dezembro 2019; 391-410Revista Prática Docente (Revista Práctica Docente); Vol. 4 Núm. 2 (2019): Julho a Dezembro 2019; 391-410Revista Prática Docente; v. 4 n. 2 (2019): Julho a Dezembro 2019; 391-4102526-2149reponame:Revista Prática Docenteinstname:Instituto Federal de Educação, Ciência e Tecnologia de Mato Grosso (IFMT)instacron:IFMTporhttp://periodicos.cfs.ifmt.edu.br:443/periodicos/index.php/rpd/article/view/450/205Copyright (c) 2020 A Revista Prática Docente tem o direito de primeira publicaçãohttps://creativecommons.org/licenses/by-nc/4.0info:eu-repo/semantics/openAccessScapin, Larissa LealKlaus, Vanessa Lucena Camargo de AlmeidaBondezan, Andreia NakamuraLübeck, Marcos2020-01-27T10:30:31Zoai:ojs.periodicos.cfs.ifmt.edu.br:article/450Revistahttp://periodicos.cfs.ifmt.edu.br/periodicos/index.php/rpdPUBhttps://periodicos.cfs.ifmt.edu.br/periodicos/index.php/rpd/oairevistapraticadocente@cfs.ifmt.edu.br||2526-21492526-2149opendoar:2020-01-27T10:30:31Revista Prática Docente - Instituto Federal de Educação, Ciência e Tecnologia de Mato Grosso (IFMT)false |
dc.title.none.fl_str_mv |
ASSISTIVE TECHNOLOGIES, FRACTION TEACHING AND DEAFNESS: LOOKS OF ACADEMICS OF A COURSE OF DEGREE IN MATHEMATICS TECNOLOGIAS ASSISTIVAS, ENSINO DE FRAÇÕES E SURDEZ: OLHARES DE ACADÊMICOS DE UM CURSO DE LICENCIATURA EM MATEMÁTICA |
title |
ASSISTIVE TECHNOLOGIES, FRACTION TEACHING AND DEAFNESS: LOOKS OF ACADEMICS OF A COURSE OF DEGREE IN MATHEMATICS |
spellingShingle |
ASSISTIVE TECHNOLOGIES, FRACTION TEACHING AND DEAFNESS: LOOKS OF ACADEMICS OF A COURSE OF DEGREE IN MATHEMATICS Scapin, Larissa Leal |
title_short |
ASSISTIVE TECHNOLOGIES, FRACTION TEACHING AND DEAFNESS: LOOKS OF ACADEMICS OF A COURSE OF DEGREE IN MATHEMATICS |
title_full |
ASSISTIVE TECHNOLOGIES, FRACTION TEACHING AND DEAFNESS: LOOKS OF ACADEMICS OF A COURSE OF DEGREE IN MATHEMATICS |
title_fullStr |
ASSISTIVE TECHNOLOGIES, FRACTION TEACHING AND DEAFNESS: LOOKS OF ACADEMICS OF A COURSE OF DEGREE IN MATHEMATICS |
title_full_unstemmed |
ASSISTIVE TECHNOLOGIES, FRACTION TEACHING AND DEAFNESS: LOOKS OF ACADEMICS OF A COURSE OF DEGREE IN MATHEMATICS |
title_sort |
ASSISTIVE TECHNOLOGIES, FRACTION TEACHING AND DEAFNESS: LOOKS OF ACADEMICS OF A COURSE OF DEGREE IN MATHEMATICS |
author |
Scapin, Larissa Leal |
author_facet |
Scapin, Larissa Leal Klaus, Vanessa Lucena Camargo de Almeida Bondezan, Andreia Nakamura Lübeck, Marcos |
author_role |
author |
author2 |
Klaus, Vanessa Lucena Camargo de Almeida Bondezan, Andreia Nakamura Lübeck, Marcos |
author2_role |
author author author |
dc.contributor.author.fl_str_mv |
Scapin, Larissa Leal Klaus, Vanessa Lucena Camargo de Almeida Bondezan, Andreia Nakamura Lübeck, Marcos |
description |
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. |
publishDate |
2019 |
dc.date.none.fl_str_mv |
2019-12-27 |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Matemática Matemática Matemática |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
http://periodicos.cfs.ifmt.edu.br:443/periodicos/index.php/rpd/article/view/450 10.23926/RPD.2526-2149.2019.v4.n2.p391-410.id450 |
url |
http://periodicos.cfs.ifmt.edu.br:443/periodicos/index.php/rpd/article/view/450 |
identifier_str_mv |
10.23926/RPD.2526-2149.2019.v4.n2.p391-410.id450 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.none.fl_str_mv |
http://periodicos.cfs.ifmt.edu.br:443/periodicos/index.php/rpd/article/view/450/205 |
dc.rights.driver.fl_str_mv |
Copyright (c) 2020 A Revista Prática Docente tem o direito de primeira publicação https://creativecommons.org/licenses/by-nc/4.0 info:eu-repo/semantics/openAccess |
rights_invalid_str_mv |
Copyright (c) 2020 A Revista Prática Docente tem o direito de primeira publicação https://creativecommons.org/licenses/by-nc/4.0 |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf |
dc.publisher.none.fl_str_mv |
Revista Prática Docente |
publisher.none.fl_str_mv |
Revista Prática Docente |
dc.source.none.fl_str_mv |
Revista Prática Docente (Journal Practice Teacher); Vol. 4 No. 2 (2019): Julho a Dezembro 2019; 391-410 Revista Prática Docente (Revista Práctica Docente); Vol. 4 Núm. 2 (2019): Julho a Dezembro 2019; 391-410 Revista Prática Docente; v. 4 n. 2 (2019): Julho a Dezembro 2019; 391-410 2526-2149 reponame:Revista Prática Docente instname:Instituto Federal de Educação, Ciência e Tecnologia de Mato Grosso (IFMT) instacron:IFMT |
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Instituto Federal de Educação, Ciência e Tecnologia de Mato Grosso (IFMT) |
instacron_str |
IFMT |
institution |
IFMT |
reponame_str |
Revista Prática Docente |
collection |
Revista Prática Docente |
repository.name.fl_str_mv |
Revista Prática Docente - Instituto Federal de Educação, Ciência e Tecnologia de Mato Grosso (IFMT) |
repository.mail.fl_str_mv |
revistapraticadocente@cfs.ifmt.edu.br|| |
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