Knowledge mobilized by a Mathematics teacher of deaf students

Detalhes bibliográficos
Autor(a) principal: Teofilo, Flavia
Data de Publicação: 2019
Outros Autores: Traldi Júnior, Armando
Tipo de documento: Artigo
Idioma: por
Título da fonte: Educação Matemática Debate
Texto Completo: https://www.periodicos.unimontes.br/index.php/emd/article/view/85
Resumo: In this article the mobilized knowledge of a Mathematics teacher is discussed from a Hypothetical Trajectory of Learning (HTL) to a group of deaf students. The article has a theoretical based researches about the usage of the HTL in the teaching of Mathematics in a constructive perspective as well as about relation to the teacher’s knowledge. The results indicate that the HTL may be used as a tool to verify the mobilized knowledge by the teachers. Concerning the teacher of deaf students, visual and pedagogical resources, specific content and the Sign Language joined with the Portuguese Language are essential in the learning process. Keywords: Teacher’s knowledge. Deaf student. Hypothetical Trajectory of Learning. Mathematics Education.
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spelling Knowledge mobilized by a Mathematics teacher of deaf studentsConhecimentos mobilizados por uma professora de Matemática de estudantes surdosIn this article the mobilized knowledge of a Mathematics teacher is discussed from a Hypothetical Trajectory of Learning (HTL) to a group of deaf students. The article has a theoretical based researches about the usage of the HTL in the teaching of Mathematics in a constructive perspective as well as about relation to the teacher’s knowledge. The results indicate that the HTL may be used as a tool to verify the mobilized knowledge by the teachers. Concerning the teacher of deaf students, visual and pedagogical resources, specific content and the Sign Language joined with the Portuguese Language are essential in the learning process. Keywords: Teacher’s knowledge. Deaf student. Hypothetical Trajectory of Learning. Mathematics Education.Neste artigo são discutidos os conhecimentos mobilizados por uma professora de Matemática, a partir de uma Trajetória Hipotética de Aprendizagem (THA), para um grupo de estudantes surdos.  O artigo tem como fundamentação teórica tanto as pesquisas sobre THA no ensino de Matemática em uma perspectiva construtivista, quanto as que tratam dos conhecimentos do professor. Os resultados indicam que a THA pode ser utilizada como instrumento para verificar os conhecimentos mobilizados pelos professores. Em relação ao professor de surdos, é possível afirmar que o conhecimento da cultura e das especificidades destes estudantes, dos recursos visuais, do pedagógico, do conteúdo específico e da língua de sinais articulada com a língua portuguesa são essenciais no processo de ensino. Palavras-chave: Conhecimento do professor. Estudante surdo. Trajetória Hipotética de Aprendizagem. Educação Matemática.Editora Unimontes2019-05-01info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://www.periodicos.unimontes.br/index.php/emd/article/view/8510.24116/emd.v3n8a04Educação Matemática Debate; v. 3 n. 8 (2019): maio/ago.; 171-1932526-6136reponame:Educação Matemática Debateinstname:Universidade Estadual de Montes Claros (UNIMONTES)instacron:UNIMONTESporhttps://www.periodicos.unimontes.br/index.php/emd/article/view/85/4431https://www.periodicos.unimontes.br/index.php/emd/article/view/85/90https://creativecommons.org/licenses/by-nc-sa/4.0/deed.pt_BRinfo:eu-repo/semantics/openAccessTeofilo, Flavia Traldi Júnior, Armando 2021-07-22T14:07:07Zoai:ojs2.periodicos.unimontes.br:article/85Revistahttps://www.periodicos.unimontes.br/index.php/emdPUBhttps://www.periodicos.unimontes.br/index.php/emdrevista.emd@unimontes.br||2526-61362526-6136opendoar:2021-07-22T14:07:07Educação Matemática Debate - Universidade Estadual de Montes Claros (UNIMONTES)false
dc.title.none.fl_str_mv Knowledge mobilized by a Mathematics teacher of deaf students
Conhecimentos mobilizados por uma professora de Matemática de estudantes surdos
title Knowledge mobilized by a Mathematics teacher of deaf students
spellingShingle Knowledge mobilized by a Mathematics teacher of deaf students
Teofilo, Flavia
title_short Knowledge mobilized by a Mathematics teacher of deaf students
title_full Knowledge mobilized by a Mathematics teacher of deaf students
title_fullStr Knowledge mobilized by a Mathematics teacher of deaf students
title_full_unstemmed Knowledge mobilized by a Mathematics teacher of deaf students
title_sort Knowledge mobilized by a Mathematics teacher of deaf students
author Teofilo, Flavia
author_facet Teofilo, Flavia
Traldi Júnior, Armando
author_role author
author2 Traldi Júnior, Armando
author2_role author
dc.contributor.author.fl_str_mv Teofilo, Flavia
Traldi Júnior, Armando
description In this article the mobilized knowledge of a Mathematics teacher is discussed from a Hypothetical Trajectory of Learning (HTL) to a group of deaf students. The article has a theoretical based researches about the usage of the HTL in the teaching of Mathematics in a constructive perspective as well as about relation to the teacher’s knowledge. The results indicate that the HTL may be used as a tool to verify the mobilized knowledge by the teachers. Concerning the teacher of deaf students, visual and pedagogical resources, specific content and the Sign Language joined with the Portuguese Language are essential in the learning process. Keywords: Teacher’s knowledge. Deaf student. Hypothetical Trajectory of Learning. Mathematics Education.
publishDate 2019
dc.date.none.fl_str_mv 2019-05-01
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 https://www.periodicos.unimontes.br/index.php/emd/article/view/85
10.24116/emd.v3n8a04
url https://www.periodicos.unimontes.br/index.php/emd/article/view/85
identifier_str_mv 10.24116/emd.v3n8a04
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv https://www.periodicos.unimontes.br/index.php/emd/article/view/85/4431
https://www.periodicos.unimontes.br/index.php/emd/article/view/85/90
dc.rights.driver.fl_str_mv https://creativecommons.org/licenses/by-nc-sa/4.0/deed.pt_BR
info:eu-repo/semantics/openAccess
rights_invalid_str_mv https://creativecommons.org/licenses/by-nc-sa/4.0/deed.pt_BR
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv Editora Unimontes
publisher.none.fl_str_mv Editora Unimontes
dc.source.none.fl_str_mv Educação Matemática Debate; v. 3 n. 8 (2019): maio/ago.; 171-193
2526-6136
reponame:Educação Matemática Debate
instname:Universidade Estadual de Montes Claros (UNIMONTES)
instacron:UNIMONTES
instname_str Universidade Estadual de Montes Claros (UNIMONTES)
instacron_str UNIMONTES
institution UNIMONTES
reponame_str Educação Matemática Debate
collection Educação Matemática Debate
repository.name.fl_str_mv Educação Matemática Debate - Universidade Estadual de Montes Claros (UNIMONTES)
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