Uma sequência didática com materiais manipulativos no ensino da matemática para alunos surdos no ensino fundamental fase I

• Autor(a) principal: Colaço, Gisele Adriana de Mello
• Data de Publicação: 2018
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Biblioteca Digital de Teses e Dissertações do UNIOESTE
• Texto Completo: http://tede.unioeste.br/handle/tede/4042
• topic: Ensino para surdos; Libras; Ensino de matemática; Sistema monetário; Materiais manipulativos; Teaching for the deaf; Math; Education; Monetary system; Manipulative materials; CIENCIAS EXATAS E DA TERRA::MATEMATICA

This dissertation aims to evaluate the impact of the use of manipulative materials in teaching math to deaf students of elementary school I, through the application of a didactic sequence. The study follows a mainly qualitative approach. A didactic sequence was produced, based on visual culture and the theory of meaningful learning (Ausubel et al. (1980)), with the theme: "Monetary System". This didactic sequence aims to provide subsidies to the deaf students can meet the Brazilian monetary system and learn how to use the money to buy, pay, check out the change. The material produced was tested in conditions of teaching in a Bilingual School for the deaf, having been collected data on the use of the material during this phase. In this text we detail the material produced for the didactic sequence, the theoretical aspects that have guided the development of this research, as well as the results achieved. Our educational proposal made it possible to note that through the development of the didactic sequence and the use of manipulative materials, there was a student’s involvement with the do mathematician in the classroom helping in structuring and understanding of concepts involved. We realize even if during the game "Pays right” students had to mobilise different knowledge that built in your personal and school experience. We hope that the material produced can be used by other teachers and serve as inspiration for development of new pedagogical practices in the classroom to qualify the teaching of mathematics, arranging situations that instigate curiosity and the search for solutions, making the learning more meaningful and enabling contextualization between scientific knowledge and common knowledge.