O ensino da matemática para alunos surdos: metodologias para os primeiros anos do ensino fundamental
Autor(a) principal: | |
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Data de Publicação: | 2021 |
Tipo de documento: | Dissertação |
Idioma: | por |
Título da fonte: | Repositório Institucional da UFU |
Texto Completo: | https://repositorio.ufu.br/handle/123456789/31336 http://doi.org/10.14393/ufu.di.2021.69 |
Resumo: | This research aimed to answer the following question: given the development of deaf students as active beings in the construction of his/her own knowledge, which methodologies are more appropriate to teach mathematics to them in the first years of elementary school? Moreover, the general objective of this investigation was to study, identify and analyze the most appropriate methodologies for teaching mathematics to deaf people in the first years of elementary school, in order to recognize them as active beings in the knowledge development. To answer the research problem and achieve the intended objectives, at first, it was developed a theoretical study that subsidizes all the work, discusses and analyzes: theoretical and practical considerations about the teaching and learning of Mathematics in the early years of elementary school; conceptions and definitions related to deafness; relations between teaching, learning, deafness, language and mathematics; training of the teacher who teaches mathematics in the first years of elementary school; methodological alternatives for the teaching in this level of education; and methodologies in the teaching of mathematics in the early years of elementary school, from an inclusive education perspective of deaf subjects. In the second moment, a survey was carried out in the database of the Brazilian Digital Library of Theses and Dissertations and in the Catalog of Theses and Dissertations of the Higher Education Personnel Coordination Portal (BDTD and Portal CAPES, in Portuguese abbreviation), with the intention of obtain investigations related to methodologies, mathematics and deaf students in the first years of elementary school. From the data collection, the research developed a meta-analysis work, with a qualitative approach (BICUDO, 2014; FIORENTINI; LORENZATO, 2007), in order to describe and analyze the studies that dealt with the aforementioned themes. The results pointed out that the methodologies in the teaching of Mathematics for deaf people should meet the needs of the target audience and be mediated by Brazilian Signal Language (Libras, in Portuguese abbreviation). Thus, it was possible to verify that some methodologies, with the combination of the aforesaid criteria, may be more appropriate for teaching mathematics to deaf students, namely: techniques that explore the visual aspect, digital resources, manipulable materials and games; methodologies that explore social reality and contemplate the culture of deaf people, mathematical research, scenarios for investigation and problem solving; methodologies that promote interaction, communication, involvement and effective student participation, games, mathematical research, technologies applied to mathematical education (educational software) and manipulable materials; and methods that encourage bilingualism and the inclusion of deaf students. |
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O ensino da matemática para alunos surdos: metodologias para os primeiros anos do ensino fundamentalThe teaching of mathematics to deaf students: methodologies for the first years of elementary schoolSurdezDeafnessMetodologias de Ensino de MatemáticaMathematics Teaching MethodologiesAnos iniciais do Ensino FundamentalEarly Years of Elementary SchoolCNPQ::CIENCIAS HUMANAS::EDUCACAOEstudantes surdosEnsino fundamentalMatemática - Estudo e ensinoThis research aimed to answer the following question: given the development of deaf students as active beings in the construction of his/her own knowledge, which methodologies are more appropriate to teach mathematics to them in the first years of elementary school? Moreover, the general objective of this investigation was to study, identify and analyze the most appropriate methodologies for teaching mathematics to deaf people in the first years of elementary school, in order to recognize them as active beings in the knowledge development. To answer the research problem and achieve the intended objectives, at first, it was developed a theoretical study that subsidizes all the work, discusses and analyzes: theoretical and practical considerations about the teaching and learning of Mathematics in the early years of elementary school; conceptions and definitions related to deafness; relations between teaching, learning, deafness, language and mathematics; training of the teacher who teaches mathematics in the first years of elementary school; methodological alternatives for the teaching in this level of education; and methodologies in the teaching of mathematics in the early years of elementary school, from an inclusive education perspective of deaf subjects. In the second moment, a survey was carried out in the database of the Brazilian Digital Library of Theses and Dissertations and in the Catalog of Theses and Dissertations of the Higher Education Personnel Coordination Portal (BDTD and Portal CAPES, in Portuguese abbreviation), with the intention of obtain investigations related to methodologies, mathematics and deaf students in the first years of elementary school. From the data collection, the research developed a meta-analysis work, with a qualitative approach (BICUDO, 2014; FIORENTINI; LORENZATO, 2007), in order to describe and analyze the studies that dealt with the aforementioned themes. The results pointed out that the methodologies in the teaching of Mathematics for deaf people should meet the needs of the target audience and be mediated by Brazilian Signal Language (Libras, in Portuguese abbreviation). Thus, it was possible to verify that some methodologies, with the combination of the aforesaid criteria, may be more appropriate for teaching mathematics to deaf students, namely: techniques that explore the visual aspect, digital resources, manipulable materials and games; methodologies that explore social reality and contemplate the culture of deaf people, mathematical research, scenarios for investigation and problem solving; methodologies that promote interaction, communication, involvement and effective student participation, games, mathematical research, technologies applied to mathematical education (educational software) and manipulable materials; and methods that encourage bilingualism and the inclusion of deaf students.Pesquisa sem auxílio de agências de fomentoDissertação (Mestrado)Esta pesquisa buscou dar resposta ao seguinte questionamento: diante do desenvolvimento dos alunos surdos como seres ativos na construção do próprio conhecimento, quais metodologias são mais apropriadas para ensinar Matemática a eles nos primeiros anos do Ensino Fundamental? A partir disso, estabeleceu-se como objetivo geral desta investigação estudar, identificar e analisar as metodologias mais apropriadas para ensinar Matemática aos surdos nos primeiros anos do Ensino Fundamental, com vistas a reconhecê-los como seres ativos na construção do conhecimento. Para responder ao problema de pesquisa e alcançar os objetivos pretendidos, em um primeiro momento, desenvolveu-se um estudo teórico que subsidia todo o trabalho, discute e analisa: considerações teóricas e práticas sobre o ensino e a aprendizagem da Matemática nos primeiros anos do Ensino Fundamental; concepções e conceitos relacionados à surdez; relações entre ensino, aprendizagem, surdez, linguagem e Matemática; a formação do professor que ensina Matemática nos primeiros anos do Ensino Fundamental; alternativas metodológicas para tal ensino nesse nível educacional; e metodologias no ensino da Matemática nos primeiros anos do Ensino Fundamental, sob a perspectiva da Educação Inclusiva dos sujeitos surdos. No segundo momento, um levantamento foi realizado na base de dados da Biblioteca Digital Brasileira de Teses e Dissertações (BDTD) e no Catálogo de Teses e Dissertações do Portal da Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (Portal CAPES), com a intenção de obter investigações relacionadas a metodologias, Matemática e estudantes surdos nos primeiros anos do Ensino Fundamental. A partir do levantamento de dados, a pesquisa desenvolveu um trabalho de metanálise, com abordagem qualitativa (BICUDO, 2014; FIORENTINI; LORENZATO, 2007), no intuito de descrever e analisar os estudos que tratassem das temáticas supramencionadas. Os resultados apontam que as metodologias no ensino da Matemática para surdos devem atender às necessidades desses sujeitos e ser mediadas pela Língua Brasileira de Sinais (Libras). Assim, foi possível verificar que algumas metodologias, com a combinação dos critérios supramencionados, podem ser mais apropriadas para o ensino da Matemática aos discentes surdos, a saber: metodologias que explorem o aspecto visual por meio de jogos, recursos digitais e materiais manipuláveis; metodologias que explorem a realidade social e contemplem a cultura dos surdos, a investigação matemática, os cenários para investigação e a resolução de problemas; metodologias que promovam a interação, a comunicação, o envolvimento e a participação efetiva dos alunos, os jogos, a investigação matemática, as tecnologias aplicadas à educação matemática (softwares educacionais) e os materiais manipuláveis; e métodos que estimulem o bilinguismo e a inclusão dos alunos surdos.Universidade Federal de UberlândiaBrasilPrograma de Pós-graduação em EducaçãoOliveira, Guilherme Saramago dehttp://lattes.cnpq.br/9522343899468842Barauna, Silvana Malusáhttp://lattes.cnpq.br/1877760681965074Ghelli, Kelma Gomes Mendonçahttp://lattes.cnpq.br/1932114816846374Campos, Lívia Rezende Miranda2021-02-26T11:54:38Z2021-02-26T11:54:38Z2021-02-24info:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesisapplication/pdfCAMPOS, Lívia Rezende Miranda. O ensino da Matemática para alunos surdos: metodologias para os primeiros anos do ensino fundamental. 2021. 179 f. Dissertação (Mestrado em Educação) - Universidade Federal de Uberlândia, Uberlândia, 2021. DOI http://doi.org/10.14393/ufu.di.2021.69https://repositorio.ufu.br/handle/123456789/31336http://doi.org/10.14393/ufu.di.2021.69porhttp://creativecommons.org/licenses/by-nc-nd/3.0/us/info:eu-repo/semantics/openAccessreponame:Repositório Institucional da UFUinstname:Universidade Federal de Uberlândia (UFU)instacron:UFU2021-02-27T06:16:04Zoai:repositorio.ufu.br:123456789/31336Repositório InstitucionalONGhttp://repositorio.ufu.br/oai/requestdiinf@dirbi.ufu.bropendoar:2021-02-27T06:16:04Repositório Institucional da UFU - Universidade Federal de Uberlândia (UFU)false |
dc.title.none.fl_str_mv |
O ensino da matemática para alunos surdos: metodologias para os primeiros anos do ensino fundamental The teaching of mathematics to deaf students: methodologies for the first years of elementary school |
title |
O ensino da matemática para alunos surdos: metodologias para os primeiros anos do ensino fundamental |
spellingShingle |
O ensino da matemática para alunos surdos: metodologias para os primeiros anos do ensino fundamental Campos, Lívia Rezende Miranda Surdez Deafness Metodologias de Ensino de Matemática Mathematics Teaching Methodologies Anos iniciais do Ensino Fundamental Early Years of Elementary School CNPQ::CIENCIAS HUMANAS::EDUCACAO Estudantes surdos Ensino fundamental Matemática - Estudo e ensino |
title_short |
O ensino da matemática para alunos surdos: metodologias para os primeiros anos do ensino fundamental |
title_full |
O ensino da matemática para alunos surdos: metodologias para os primeiros anos do ensino fundamental |
title_fullStr |
O ensino da matemática para alunos surdos: metodologias para os primeiros anos do ensino fundamental |
title_full_unstemmed |
O ensino da matemática para alunos surdos: metodologias para os primeiros anos do ensino fundamental |
title_sort |
O ensino da matemática para alunos surdos: metodologias para os primeiros anos do ensino fundamental |
author |
Campos, Lívia Rezende Miranda |
author_facet |
Campos, Lívia Rezende Miranda |
author_role |
author |
dc.contributor.none.fl_str_mv |
Oliveira, Guilherme Saramago de http://lattes.cnpq.br/9522343899468842 Barauna, Silvana Malusá http://lattes.cnpq.br/1877760681965074 Ghelli, Kelma Gomes Mendonça http://lattes.cnpq.br/1932114816846374 |
dc.contributor.author.fl_str_mv |
Campos, Lívia Rezende Miranda |
dc.subject.por.fl_str_mv |
Surdez Deafness Metodologias de Ensino de Matemática Mathematics Teaching Methodologies Anos iniciais do Ensino Fundamental Early Years of Elementary School CNPQ::CIENCIAS HUMANAS::EDUCACAO Estudantes surdos Ensino fundamental Matemática - Estudo e ensino |
topic |
Surdez Deafness Metodologias de Ensino de Matemática Mathematics Teaching Methodologies Anos iniciais do Ensino Fundamental Early Years of Elementary School CNPQ::CIENCIAS HUMANAS::EDUCACAO Estudantes surdos Ensino fundamental Matemática - Estudo e ensino |
description |
This research aimed to answer the following question: given the development of deaf students as active beings in the construction of his/her own knowledge, which methodologies are more appropriate to teach mathematics to them in the first years of elementary school? Moreover, the general objective of this investigation was to study, identify and analyze the most appropriate methodologies for teaching mathematics to deaf people in the first years of elementary school, in order to recognize them as active beings in the knowledge development. To answer the research problem and achieve the intended objectives, at first, it was developed a theoretical study that subsidizes all the work, discusses and analyzes: theoretical and practical considerations about the teaching and learning of Mathematics in the early years of elementary school; conceptions and definitions related to deafness; relations between teaching, learning, deafness, language and mathematics; training of the teacher who teaches mathematics in the first years of elementary school; methodological alternatives for the teaching in this level of education; and methodologies in the teaching of mathematics in the early years of elementary school, from an inclusive education perspective of deaf subjects. In the second moment, a survey was carried out in the database of the Brazilian Digital Library of Theses and Dissertations and in the Catalog of Theses and Dissertations of the Higher Education Personnel Coordination Portal (BDTD and Portal CAPES, in Portuguese abbreviation), with the intention of obtain investigations related to methodologies, mathematics and deaf students in the first years of elementary school. From the data collection, the research developed a meta-analysis work, with a qualitative approach (BICUDO, 2014; FIORENTINI; LORENZATO, 2007), in order to describe and analyze the studies that dealt with the aforementioned themes. The results pointed out that the methodologies in the teaching of Mathematics for deaf people should meet the needs of the target audience and be mediated by Brazilian Signal Language (Libras, in Portuguese abbreviation). Thus, it was possible to verify that some methodologies, with the combination of the aforesaid criteria, may be more appropriate for teaching mathematics to deaf students, namely: techniques that explore the visual aspect, digital resources, manipulable materials and games; methodologies that explore social reality and contemplate the culture of deaf people, mathematical research, scenarios for investigation and problem solving; methodologies that promote interaction, communication, involvement and effective student participation, games, mathematical research, technologies applied to mathematical education (educational software) and manipulable materials; and methods that encourage bilingualism and the inclusion of deaf students. |
publishDate |
2021 |
dc.date.none.fl_str_mv |
2021-02-26T11:54:38Z 2021-02-26T11:54:38Z 2021-02-24 |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/masterThesis |
format |
masterThesis |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
CAMPOS, Lívia Rezende Miranda. O ensino da Matemática para alunos surdos: metodologias para os primeiros anos do ensino fundamental. 2021. 179 f. Dissertação (Mestrado em Educação) - Universidade Federal de Uberlândia, Uberlândia, 2021. DOI http://doi.org/10.14393/ufu.di.2021.69 https://repositorio.ufu.br/handle/123456789/31336 http://doi.org/10.14393/ufu.di.2021.69 |
identifier_str_mv |
CAMPOS, Lívia Rezende Miranda. O ensino da Matemática para alunos surdos: metodologias para os primeiros anos do ensino fundamental. 2021. 179 f. Dissertação (Mestrado em Educação) - Universidade Federal de Uberlândia, Uberlândia, 2021. DOI http://doi.org/10.14393/ufu.di.2021.69 |
url |
https://repositorio.ufu.br/handle/123456789/31336 http://doi.org/10.14393/ufu.di.2021.69 |
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por |
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Universidade Federal de Uberlândia Brasil Programa de Pós-graduação em Educação |
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Universidade Federal de Uberlândia Brasil Programa de Pós-graduação em Educação |
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Repositório Institucional da UFU - Universidade Federal de Uberlândia (UFU) |
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