Teaching math for people with visual impairment: an analysis of literature
Autor(a) principal: | |
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Data de Publicação: | 2020 |
Outros Autores: | , |
Tipo de documento: | Artigo |
Idioma: | por |
Título da fonte: | Revista Educação Especial (UFSM) |
Texto Completo: | http://periodicos.ufsm.br/educacaoespecial/article/view/39191 |
Resumo: | This work aimed to characterize empirical studies on the teaching of mathematical repertoires for different populations, including people with visual impairments, carried out in the behavioral approach, in open access publications of national and international scientific literature, between the years 2001 and 2016. This approach studies human and non-human behavior in their interactions with the environment. The literature survey took place in three stages with the inclusion criteria: 1) behavioral approach to studies on the teaching of mathematical repertoires for people with visual impairments, 2) behavioral approach to studies on the teaching of mathematical repertoires for any population; 3) teaching mathematical repertoires for people with visual impairments, regardless of conceptual orientation. In the first stage there were no publications and in the second and third stages11 articles were examined in each one (22). In the 11 articles of the second stage there was a predominance of publications on mathematics for students with typical development, in the stimulus equivalence model, with predominant procedures for choosing according to the model. In the 11 articles in the third stage, the concrete materials were among the main mathematical literacy strategies for people with visual impairments. It is noteworthy that the mathematical content selected in the researches comprised predominantly basic mathematics that is part of the regular curriculum of Elementary School I. Two publications dealt with mathematical content for high school. What was found in the publications was the predominance of mathematical content related to the concepts of basic mathematics, but few studies involving counting and measurement. |
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Teaching math for people with visual impairment: an analysis of literatureEnseñanza de matemáticas para personas con deficiencia visual: un análisis de la literaturaEnsino de matemática para pessoas com deficiência visual: uma análise de literaturaSpecial EducationMathematics teachingvisual impairmentbehavior analysis.Educación Especialenseñanza de Matemáticadiscapacidad visualanálisis del comportamiento.Educação Especialensino de Matemáticadeficiência visualanálise do comportamento.This work aimed to characterize empirical studies on the teaching of mathematical repertoires for different populations, including people with visual impairments, carried out in the behavioral approach, in open access publications of national and international scientific literature, between the years 2001 and 2016. This approach studies human and non-human behavior in their interactions with the environment. The literature survey took place in three stages with the inclusion criteria: 1) behavioral approach to studies on the teaching of mathematical repertoires for people with visual impairments, 2) behavioral approach to studies on the teaching of mathematical repertoires for any population; 3) teaching mathematical repertoires for people with visual impairments, regardless of conceptual orientation. In the first stage there were no publications and in the second and third stages11 articles were examined in each one (22). In the 11 articles of the second stage there was a predominance of publications on mathematics for students with typical development, in the stimulus equivalence model, with predominant procedures for choosing according to the model. In the 11 articles in the third stage, the concrete materials were among the main mathematical literacy strategies for people with visual impairments. It is noteworthy that the mathematical content selected in the researches comprised predominantly basic mathematics that is part of the regular curriculum of Elementary School I. Two publications dealt with mathematical content for high school. What was found in the publications was the predominance of mathematical content related to the concepts of basic mathematics, but few studies involving counting and measurement.Este trabajo tuvo como objetivo caracterizar los estudios empíricos sobre la enseñanza de repertorios matemáticos para diferentes poblaciones, incluidas las personas con discapacidad visual, realizadas en el enfoque conductual, en publicaciones de acceso abierto de literatura científica nacional e internacional, entre los años 2001 y 2016. Este Enfoque estudia el comportamiento humano y no humano en sus interacciones con el medio ambiente. La encuesta de literatura se llevó a cabo en tres etapas con los criterios de inclusión: 1) enfoque conductual para estudios sobre la enseñanza de repertorios matemáticos para personas con discapacidad visual, 2) enfoque conductual para estudios sobre la enseñanza de repertorios matemáticos para cualquier población; 3) enseñar repertorios matemáticos para personas con discapacidad visual, independientemente de la orientación conceptual. En la primera etapa no hubo publicaciones y en la segunda y tercera etapas se examinaron 11 artículos en cada una (22). En los 11 artículos de la segunda etapa hubo un predominio de publicaciones sobre matemáticas para estudiantes con desarrollo típico, en el modelo de equivalencia de estímulo, con procedimientos predominantes para elegir según el modelo. En los 11 artículos de la tercera etapa, los materiales concretos se encontraban entre las principales estrategias de alfabetización matemática para personas con discapacidad visual. Es de destacar que el contenido matemático seleccionado en las investigaciones comprendía predominantemente matemática básica que forma parte del plan de estudios regular de la Escuela Primaria I. Dos publicaciones se ocuparon del contenido matemático para la escuela secundaria. Lo que se encontró en las publicaciones fue el predominio del contenido matemático relacionado con los conceptos de las matemáticas básicas, pero pocos estudios que incluían contar y medir.O objetivo do presente trabalhado foi caracterizar estudos empíricos sobre o ensino de repertórios matemáticos para diferentes populações, incluindo pessoas com deficiência visual, realizados na abordagem comportamental, em publicações de livre acesso da literatura científica nacional e internacional, entre os anos de 2001 e 2016. A abordagem comportamental estuda o comportamento humano e não-humano nas suas interações com o ambiente. O levantamento da literatura ocorreu em três etapas com os critérios de inclusão: 1) estudos na abordagem comportamental sobre o ensino de repertórios matemáticos para pessoas com deficiência visual, 2) estudos na abordagem comportamental sobre o ensino de repertórios matemáticos para qualquer população e 3) ensino de repertórios matemáticos para pessoas com deficiência visual, independentemente da orientação conceitual. Na primeira etapa, não houve publicações, e, na segunda e terceira etapas, 11 artigos foram examinados em cada uma, totalizando 22 artigos. Nos 11 artigos da segunda etapa, havia predomínio de publicações sobre a matemática para alunos com desenvolvimento típico, no modelo da equivalência de estímulos, com procedimentos predominantes de escolha de acordo com modelo. Nos 11 artigos da terceira etapa, os materiais concretos estavam entre as principais estratégias de alfabetização matemática de pessoas com deficiência visual. Destaca-se que o conteúdo matemático selecionado nas pesquisas compreendeu predominantemente a matemática básica, que faz parte do currículo regular do Ensino Fundamental I. Duas publicações trataram de conteúdo matemático para o Ensino Médio. Nas publicações, predominaram os conteúdos matemáticos relacionados aos conceitos de matemática básica, mas foram poucos estudos encontrados envolvendo contagem e medida.Universidade Federal de Santa Maria2020-08-21info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdftext/htmlhttp://periodicos.ufsm.br/educacaoespecial/article/view/3919110.5902/1984686X39191Special Education Magazine; Revista Educação Especial, v. 33, 2020 – Publicação Contínua; e26/ 1-22Revista de Educación Especial; Revista Educação Especial, v. 33, 2020 – Publicação Contínua; e26/ 1-22Revista Educação Especial; Revista Educação Especial, v. 33, 2020 – Publicação Contínua; e26/ 1-221984-686Xreponame:Revista Educação Especial (UFSM)instname:Universidade Federal de Santa Maria (UFSM)instacron:UFSMporhttp://periodicos.ufsm.br/educacaoespecial/article/view/39191/pdfhttp://periodicos.ufsm.br/educacaoespecial/article/view/39191/htmlCopyright (c) 2020 Revista Educação Especialinfo:eu-repo/semantics/openAccessCosta, Ailton Barcelos daGil, Maria Stella C. de AlcântaraElias, Nassim Chamel2020-12-21T22:14:17Zoai:ojs.pkp.sfu.ca:article/39191Revistahttps://periodicos.ufsm.br/educacaoespecialPUBhttp://cascavel.ufsm.br/revistas/ojs-2.2.2/index.php/educacaoespecial/oaieducacaoespecial@smail.ufsm.br||clenioberni@gmail.com1984-686X1808-270Xopendoar:2020-12-21T22:14:17Revista Educação Especial (UFSM) - Universidade Federal de Santa Maria (UFSM)false |
dc.title.none.fl_str_mv |
Teaching math for people with visual impairment: an analysis of literature Enseñanza de matemáticas para personas con deficiencia visual: un análisis de la literatura Ensino de matemática para pessoas com deficiência visual: uma análise de literatura |
title |
Teaching math for people with visual impairment: an analysis of literature |
spellingShingle |
Teaching math for people with visual impairment: an analysis of literature Costa, Ailton Barcelos da Special Education Mathematics teaching visual impairment behavior analysis. Educación Especial enseñanza de Matemática discapacidad visual análisis del comportamiento. Educação Especial ensino de Matemática deficiência visual análise do comportamento. |
title_short |
Teaching math for people with visual impairment: an analysis of literature |
title_full |
Teaching math for people with visual impairment: an analysis of literature |
title_fullStr |
Teaching math for people with visual impairment: an analysis of literature |
title_full_unstemmed |
Teaching math for people with visual impairment: an analysis of literature |
title_sort |
Teaching math for people with visual impairment: an analysis of literature |
author |
Costa, Ailton Barcelos da |
author_facet |
Costa, Ailton Barcelos da Gil, Maria Stella C. de Alcântara Elias, Nassim Chamel |
author_role |
author |
author2 |
Gil, Maria Stella C. de Alcântara Elias, Nassim Chamel |
author2_role |
author author |
dc.contributor.author.fl_str_mv |
Costa, Ailton Barcelos da Gil, Maria Stella C. de Alcântara Elias, Nassim Chamel |
dc.subject.por.fl_str_mv |
Special Education Mathematics teaching visual impairment behavior analysis. Educación Especial enseñanza de Matemática discapacidad visual análisis del comportamiento. Educação Especial ensino de Matemática deficiência visual análise do comportamento. |
topic |
Special Education Mathematics teaching visual impairment behavior analysis. Educación Especial enseñanza de Matemática discapacidad visual análisis del comportamiento. Educação Especial ensino de Matemática deficiência visual análise do comportamento. |
description |
This work aimed to characterize empirical studies on the teaching of mathematical repertoires for different populations, including people with visual impairments, carried out in the behavioral approach, in open access publications of national and international scientific literature, between the years 2001 and 2016. This approach studies human and non-human behavior in their interactions with the environment. The literature survey took place in three stages with the inclusion criteria: 1) behavioral approach to studies on the teaching of mathematical repertoires for people with visual impairments, 2) behavioral approach to studies on the teaching of mathematical repertoires for any population; 3) teaching mathematical repertoires for people with visual impairments, regardless of conceptual orientation. In the first stage there were no publications and in the second and third stages11 articles were examined in each one (22). In the 11 articles of the second stage there was a predominance of publications on mathematics for students with typical development, in the stimulus equivalence model, with predominant procedures for choosing according to the model. In the 11 articles in the third stage, the concrete materials were among the main mathematical literacy strategies for people with visual impairments. It is noteworthy that the mathematical content selected in the researches comprised predominantly basic mathematics that is part of the regular curriculum of Elementary School I. Two publications dealt with mathematical content for high school. What was found in the publications was the predominance of mathematical content related to the concepts of basic mathematics, but few studies involving counting and measurement. |
publishDate |
2020 |
dc.date.none.fl_str_mv |
2020-08-21 |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
http://periodicos.ufsm.br/educacaoespecial/article/view/39191 10.5902/1984686X39191 |
url |
http://periodicos.ufsm.br/educacaoespecial/article/view/39191 |
identifier_str_mv |
10.5902/1984686X39191 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.none.fl_str_mv |
http://periodicos.ufsm.br/educacaoespecial/article/view/39191/pdf http://periodicos.ufsm.br/educacaoespecial/article/view/39191/html |
dc.rights.driver.fl_str_mv |
Copyright (c) 2020 Revista Educação Especial info:eu-repo/semantics/openAccess |
rights_invalid_str_mv |
Copyright (c) 2020 Revista Educação Especial |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf text/html |
dc.publisher.none.fl_str_mv |
Universidade Federal de Santa Maria |
publisher.none.fl_str_mv |
Universidade Federal de Santa Maria |
dc.source.none.fl_str_mv |
Special Education Magazine; Revista Educação Especial, v. 33, 2020 – Publicação Contínua; e26/ 1-22 Revista de Educación Especial; Revista Educação Especial, v. 33, 2020 – Publicação Contínua; e26/ 1-22 Revista Educação Especial; Revista Educação Especial, v. 33, 2020 – Publicação Contínua; e26/ 1-22 1984-686X reponame:Revista Educação Especial (UFSM) instname:Universidade Federal de Santa Maria (UFSM) instacron:UFSM |
instname_str |
Universidade Federal de Santa Maria (UFSM) |
instacron_str |
UFSM |
institution |
UFSM |
reponame_str |
Revista Educação Especial (UFSM) |
collection |
Revista Educação Especial (UFSM) |
repository.name.fl_str_mv |
Revista Educação Especial (UFSM) - Universidade Federal de Santa Maria (UFSM) |
repository.mail.fl_str_mv |
educacaoespecial@smail.ufsm.br||clenioberni@gmail.com |
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1799944197645533184 |