The multiplicative reasoning of a student with intellectual disabilities: a research using Tampimática

• Autor(a) principal: Milli, Elcio Pasolini
• Data de Publicação: 2022
• Outros Autores: Thiengo, Edmar Reis
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Actio (Curitiba)
• Texto Completo: https://periodicos.utfpr.edu.br/actio/article/view/15415
• topic: Ciências Humanas; Processos Compensatórios; Deficiência Intelectual; Pensamento Aritmético; Educação Matemática; Inclusiva; Compensatory Processes; Intellectual Disability; Arithmetic Thinking; Inclusive Mathematics Education

Multiplicative reasoning is an important process in the context of the appropriation of mathematical concepts and is consolidated through the experiences lived in the processes of teaching and learning mathematics. With this in mind, this article presents an excerpt from a master's research developed in the Graduate Program in Science and Mathematics Education (Educimat) of the Instituto Federal do Espírito Santo (Ifes), whose objective is to discuss the process of development of multiplicative reasoning of a student with intellectual disabilities participating in the National Program for the Integration of Professional Education with Basic Education in the Youth and Adult Education modality (Proeja). For that, we used experiences resulting from pedagogical practices recorded using Tampimática, which is an educational product of the aforementioned master's research. The investigation was based on the functional method of double stimulation, developed by Lev S. Vigotski associated with the free observation planned by Augusto N. S. Triviños, seeking to understand the cognitive processes of the student participating in the research as a means of obtaining information about the development of higher psychological processes, particularly abstract thinking, and logical memory. For the production of data, field notes recorded in a descriptive and reflective way were used along with photographs, audio and video recordings, records written by the student, as well as conversations and observations, stimulated and promoted by the researcher during and after the execution of activities. The contents and concepts covered in the tasks were distributed according to the student's appropriation of knowledge, in order to identify and understand the knowledge already established through approaches defined in the field of arithmetic thinking. The analyzes were based on discussions focused on mediation processes, social interactions and compensatory mechanisms permeated by the contributions of critical mathematics education associated with the development of concepts in the arithmetic field. The results show that auxiliary means such as speech, gestures, objects, and written activities contributed to the development of arithmetic thinking in students with intellectual disabilities through the associations established between the new knowledge and the previously acquired knowledge. The use of manipulative materials such as Tampimática associated with the representations of writing and the use of iconic symbols along with the use of the fingers was essential to expand the development of mathematical thinking. It is also noted that the experiences of different groups in the school environment, particularly in the classroom, promoted powerful and significant social interactions for students with intellectual disabilities and their colleagues, affecting what is understood as a meeting between differences in the perspective of mathematics education inclusive.