Contribuições de uma sequência de atividades para o ensino das operações de adição e subtração de números inteiros para alunos com TDAH
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Data
2021-01
Autores
Orientador
Rehfeldt, Márcia Jussara Hepp
Banca
Quartieri, Marli Teresinha
Schwertner, Suzana Feldens
Kuhn, Malcus Cassiano
Título do periódico
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Resumo
Considerada a época em que os professores e alunos estão inseridos, fazer uso das tecnologias pode ser produtivo aos processos de ensino e aprendizagem. Nesse sentido, utilizá-las em sala de aula pode ser uma estratégia para estimular o raciocínio e explorar áreas que, muitas vezes, são rejeitadas por alunos, como a Matemática. Assim, esta pesquisa, de abordagem qualitativa, abarca um estudo de operações no conjunto dos números inteiros envolvendo uma sequência de atividades, bem como a exploração do software "Pife Matemático". A prática pedagógica teve como objetivo geral investigar as contribuições de um conjunto de atividades e recursos no processo de ensino das operações de adição e subtração com números inteiros, para estudantes com Transtorno de Déficit de Atenção e Hiperatividade (TDAH) de uma Sala de Recursos Multifuncionais. Nesse contexto, foi proporcionada uma prática a três alunos que frequentavam a Sala de Recursos Multifuncionais no contraturno, matriculados no 7o Ano do Ensino Fundamental, de uma escola pública de Vera – MT. Em adição, por meio dos objetivos específicos, buscou-se elaborar e explorar uma sequência didática, bem como avaliar as possíveis contribuições da utilização do software "Pife Matemático" para o desenvolvimento do raciocínio lógico dos estudantes com TDAH. Para o levantamento dos dados, utilizaram-se atividades escritas, envolvendo operações com números inteiros e a exploração do software "Pife Matemático", além de observações feitas no diário de campo, gravações de áudios e fotos. Os dados coletados, por meio desses instrumentos, aliados aos encontros da prática pedagógica, foram descritos e analisados a partir dos pressupostos da análise descritiva. Mediante a análise dos dados, emergiram os seguintes resultados: a) os alunos, antes da intervenção pedagógica, apresentavam dificuldades acerca de alguns conceitos referentes ao conjunto dos números inteiros, como os sinais positivo e negativo nas operações, nas atividades mais expositivas, abstratas, em situações em que se faziam necessárias mais concentração, leitura, interpretação; b) os estudantes também demonstravam insegurança e medo de errar, expressando isso de forma frequente; c) as atividades, desenvolvidas durante a prática pedagógica, atenderam significativamente à expectativa de construir a compreensão dos conceitos, especialmente, aquelas vinculadas a contextos reais,porém, os alunos ainda tinham dificuldades de identificar os números positivos e negativos; d) com a exploração do software "Pife Matemático", os estudantes se mostraram predispostos e motivados a aprender os conceitos e operações com os números inteiros. Neste sentido, houve aumento na quantidade de acertos nas atividades propostas. Por conseguinte, o software "Pife Matemático" se revelou uma possibilidade para o ensino de conceitos, operações e situações problemas que envolvessem operações com números inteiros para os alunos com Transtorno de Déficit de Atenção e Hiperatividade (TDAH).
Considering the time when teachers and students are inserted, making use of technologies is productive to the teaching and learning processes. In this sense, using them in the classroom can be a strategy to stimulate reasoning and explore areas that are often rejected by students, such as Mathematics. Thus, this research, with a qualitative approach, encompasses a study of operations in the set of whole numbers involving a sequence of activities, as well as the exploration of the "Mathematical Pife" software. The pedagogical practice had the general objective the exploration and evaluation of activities and resources, with students from the Resource Room, aiming at the process of building operations for adding and subtracting whole numbers, with a view to promoting equity. In this context, a practice was provided to three students who attended the Multifunctional Resource Room in the evening, enrolled in the 7th grade of Elementary Education, from a public school in Vera - MT. In addition, through the specific objectives, we sought to develop and explore a didactic sequence, as well as to evaluate the possible contributions of the use of the "Mathematical Pife" software to the development of the logical reasoning of students with ADHD. For data collection, written activities were used, involving operations with whole numbers and the exploration of the "Mathematical Pife" software, in addition to observations made in the field diary, audio recordings and photos. The data collected, through these instruments, combined with the meetings of the pedagogical practice, were described and analyzed based on the assumptions of the descriptive analysis. Through the analysis of the data, the following results emerged: a) the students, before the pedagogical intervention, presented difficulties about some concepts referring to the set of whole numbers, such as the positive and negative signs in operations, in the most expository, abstract activities in situations where more concentration, reading, and interpretation were needed; b) the students also showed insecurity and fear of making mistakes, expressing this frequently; c) the activities, developed during the pedagogical practice, significantly met the expectation of building an understanding of the concepts; however, the students still had difficulties in identifying the positive and negative numbers; d) with the exploration of the "Mathematical Pife" software, the students were predisposed and motivated to learn the concepts and operations with the whole numbers. In this sense, there was an increase in the number of correct answers in the proposed activities. Consequently, the "Mathematical Pife" software proved to be a possibility for teaching concepts, operations and problem situations involving operations with integers for students with Attention Deficit Hyperactivity Disorder (ADHD).
Considering the time when teachers and students are inserted, making use of technologies is productive to the teaching and learning processes. In this sense, using them in the classroom can be a strategy to stimulate reasoning and explore areas that are often rejected by students, such as Mathematics. Thus, this research, with a qualitative approach, encompasses a study of operations in the set of whole numbers involving a sequence of activities, as well as the exploration of the "Mathematical Pife" software. The pedagogical practice had the general objective the exploration and evaluation of activities and resources, with students from the Resource Room, aiming at the process of building operations for adding and subtracting whole numbers, with a view to promoting equity. In this context, a practice was provided to three students who attended the Multifunctional Resource Room in the evening, enrolled in the 7th grade of Elementary Education, from a public school in Vera - MT. In addition, through the specific objectives, we sought to develop and explore a didactic sequence, as well as to evaluate the possible contributions of the use of the "Mathematical Pife" software to the development of the logical reasoning of students with ADHD. For data collection, written activities were used, involving operations with whole numbers and the exploration of the "Mathematical Pife" software, in addition to observations made in the field diary, audio recordings and photos. The data collected, through these instruments, combined with the meetings of the pedagogical practice, were described and analyzed based on the assumptions of the descriptive analysis. Through the analysis of the data, the following results emerged: a) the students, before the pedagogical intervention, presented difficulties about some concepts referring to the set of whole numbers, such as the positive and negative signs in operations, in the most expository, abstract activities in situations where more concentration, reading, and interpretation were needed; b) the students also showed insecurity and fear of making mistakes, expressing this frequently; c) the activities, developed during the pedagogical practice, significantly met the expectation of building an understanding of the concepts; however, the students still had difficulties in identifying the positive and negative numbers; d) with the exploration of the "Mathematical Pife" software, the students were predisposed and motivated to learn the concepts and operations with the whole numbers. In this sense, there was an increase in the number of correct answers in the proposed activities. Consequently, the "Mathematical Pife" software proved to be a possibility for teaching concepts, operations and problem situations involving operations with integers for students with Attention Deficit Hyperactivity Disorder (ADHD).
Descrição
Palavras-chave
Educação matemática inclusiva; Conjunto dos números inteiros; Transtorno de Déficit de Atenção e Hiperatividade (TDAH); Software pife matemático; Integer sets; Pife mathematical software; Attention Deficit Hyperactivity Disorder (ADHD); Inclusive education
Citação
REZENDE, Lucinei Marques De. Contribuições de uma sequência de atividades para o ensino das operações de adição e subtração de números inteiros para alunos com TDAH. 2021. Dissertação (Mestrado) – Curso de Ensino de Ciências Exatas, Universidade do Vale do Taquari - Univates, Lajeado, 11 jan. 2021. Disponível em: http://hdl.handle.net/10737/2947.