Matemática: uma realidade concreta, porém ainda abstrata na inclusão de alunos com Síndrome de Down

• Autor(a) principal: Lerner, Priscila Goberstein
• Data de Publicação: 2011
• Tipo de documento: Trabalho de conclusão de curso
• Idioma: por
• Título da fonte: Biblioteca Digital de Teses e Dissertações da PUC_SP
• Texto Completo: https://repositorio.pucsp.br/jspui/handle/handle/28761
• topic: CNPQ::CIENCIAS HUMANAS::EDUCACAO; Síndrome de Down; Inclusão escolar; Matemática; Down Syndrome; School inclusion; Mathematics

Over the past three decades, the way people with special educational needs were seen by society has changed. They no longer live in a segregated way and, from incapable considered people, began to fully attend public places, among them schools. From this movement, reflections on school inclusion became more intense, but still face many difficulties to be effectively implemented. This work will discuss Down Syndrome and its relationship to learning. Slow physical and mental development, in addition to difficulty in concentration, may impair the learning process of individuals with this Syndrome, being a hindrance to literacy and to mathematical literacy. Since Mathematics is a threatened discipline by many students and requires a high degree of concentration and abstraction, how is the relationship between Down Syndrome students and this subject? Through a literature review we aim to answer what the challenges to be faced in the process of teaching and learning of mathematics when dealing with a child with Down Syndrome are.