OFICINAS MATEMÁTICAS PARA ALUNOS COM ALTAS HABILIDADES/SUPERDOTAÇÃO: RELATO DE EXPERIÊNCIAS

• Autor(a) principal: Silva, Francini Damiani e
• Data de Publicação: 2017
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Biblioteca Digital de Teses e Dissertações do UNICENTRO
• Texto Completo: http://tede.unicentro.br:8080/jspui/handle/jspui/1046
• topic: Educação Especial; Matemática; Ensino e aprendizagem; Special education; Mathematics; Teaching and learning; EDUCACAO::ENSINO-APRENDIZAGEM; MATEMATICA::MATEMATICA APLICADA; OUTROS::CIENCIAS

High Skills / Giftedness (AH/SD) should be considered in the teaching and learning process. The guidelines for curricular enrichment in basic education were established by Resolution 4/2009 of the National Education Council. In its article 7 it is stated that the students with high abilities / giftedness will have their activities of curricular enrichment developed in the scope of the public schools in interface with the institutions of superior education. Thus, the guiding question of this investigation has arisen: In what way the academics of the Mathematics Degree course of the State University of the Center-West (Unicentro) can contribute with the teaching and learning of the students with AH / SD in Mathematics in the Room of Resources High Performance Multifunctional / Gifted (SRM-AH / SD)? To answer this question, we opted for a qualitative research, using a case study. A group of academics from the Mathematics Degree course developed four workshops and applied to SRM-AH / SD students located in the Municipality of Guarapuava-PR. Data collection was done through questionnaires, observation and focus group. The analysis of the research was based on the Three Ring theory and the Curriculum Enrichment Model of Renzulli, as well as on the cognitivist theory of meaningful learning of Ausubel. The results of the research showed that the academics provided students with AH / SD in Mathematics an environment of curricular enrichment, enabling the development of creativity, stimulating commitment to the task, through challenging and interesting activities. Also, significant learning was highlighted because the students used the pre-existing knowledge in their cognitive structure to give meaning to the new learning performed.