O desenvolvimento do pensamento algébrico no âmbito da neurodiversidade

• Autor(a) principal: Viana, Elton de Andrade
• Data de Publicação: 2023
• Tipo de documento: Tese
• Idioma: por
• Título da fonte: Biblioteca Digital de Teses e Dissertações da PUC_SP
• Texto Completo: https://repositorio.pucsp.br/jspui/handle/handle/36250
• topic: CNPQ::CIENCIAS EXATAS E DA TERRA::MATEMATICA; Autismo; Educação especial; Educação inclusiva; Matemática; Pensamento algébrico; Autism; Special Education; Inclusive Education; Mathematics; Algebraic Thinking

With the general objective of studying the development of algebraic thinking from a paradigm based on the neurodiversity movement, and assuming as specific objectives (1) to define the elements that are shown in the educational context of neurodiversity as relevant for a theoretical discussion on the development of algebraic thinking, and (2) build an explanatory model that enables a deeper discussion on the development of algebraic thinking in the context of neurodiversity. The final report of a research at the Doctoral level and in the area of Mathematics Education is presented, which seeks to answer the following questions: How algebraic thinking is shown in the interactions that are built with students identified with Autistic Spectrum Disorder (ASD) in the school space of the municipal public education system in the city of São Paulo (Brazil)? What is the relevance of perception in the development of this algebraic thinking? The theoretical framework assumed in the research is the Theory of Objectification, and the methodology assumes a phenomenological approach, with data that were produced in the form of videos, photographs and notes in a field diary. Six students from two different public schools in the municipal teaching network of the city of São Paulo participated in the study. The research was developed through three immersions carried out in two public schools of the Municipal Education Network of São Paulo (Brazil), where data were produced that were later analyzed from the perspective of the Theory of Objectivity and phenomenology, allowing the construction of an explanatory model for the study of algebraic development in the field of neurodiversity. In the built model, what we call projection is identified, from which the student builds a first sense in the perceptual sphere from the allusive signs that are in the immediate present and which, in turn, point to this projection