Ensino de frações para alunos surdos na perspectiva da etnomatemática: a experiência em um laboratório de atendimento educacional especializado
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Data
2023-07
Autores
Orientador
Quartieri, Marli Teresinha
Banca
Vivian, Danise
Agapito, Francisca Melo
Giongo, Ieda Maria
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Resumo
Esta dissertação aborda relações teórico-práticas em aulas de matemática, desenvolvidas para pessoas surdas, na perspectiva da etnomatemática. O objetivo geral foi analisar as contribuições de uma prática pedagógica desenvolvida na perspectiva da etnomatemática com alunos surdos envolvendo o uso de frações e de números decimais. A pesquisa foi desenvolvida por um professor/pesquisador surdo, na Sala de Recursos Multifuncional e de Atendimento Educacional Especializado, com três alunos surdos. A proposta de ensino foi desenvolvida a partir de duas linguagens
– Matemática e Libras – envolvendo a percepção viso-espacial e atividades que relacionam o cotidiano da pessoa surda. A pesquisa foi qualitativa e foram utilizados como instrumentos de coleta de dados: entrevistas, observações do professor, filmagens dos momentos da prática pedagógica, respostas dos alunos no decorrer das atividades. Os dados foram analisados e agrupados em quatro unidades a saber: a compreensão do cotidiano dos surdos e sua percepção sobre a Matemática; frações e decimais na cultura surda; a Linguagem Matemática e a interação dos alunos surdos no cotidiano; diário de um professor surdo: suas experiências matemáticas com alunos surdos. Pode-se inferir que é importante abordar o uso de frações e decimais em diversos contextos para melhoria da aprendizagem. É preciso respeitar o ritmo dos alunos surdos e incorporar situações cotidianas na prática pedagógica, bem como utilizar recursos visuais para ensinar tais conceitos matemáticos. Destaca-se a necessidade de professores com proficiência tanto em Matemática quanto no ensino para surdos, a fim de garantir a compreensão e resolução de problemas por parte destes alunos. Por fim, salienta-se que o desenvolvimento desta investigação culminou em um Produto Educacional intitulado "Ensino de Frações em Libras", que apresenta a sequência de atividades desenvolvidas pelo professor/pesquisador surdo com os alunos surdos. As atividades e problemas apresentados no Produto Educacional refletem a abordagem teórico-prática da dissertação, tornando-se um recurso relevante para a Educação Matemática desse público.
This dissertation addresses theoretical-practical relationships in mathematics classes, developed for deaf people, from the perspective of ethnomathematics. The broad objective was to analyze the contributions of a pedagogical practice developed from the perspective of ethnomathematics with deaf students involving the use of fractions and decimal numbers. The research was developed by a deaf teacher/researcher, in the Specialized Educational Service and Multi-functional Resources Room, with three deaf students. The teaching proposal was developed from two languages – Mathematics and Brazilian Sign Language (Libras)– involving the visuo-spatial perception and activities that relate the daily life of the deaf person. It was a qualitative research and as data collection these instruments were used: interviews, teacher’s observations, filming of the pedagogical practice moments, students' responses during the activities. The data were analyzed and grouped into four units, namely: the comprehension of the daily life of the deaf and their perception of mathematics; fractions and decimals in deaf culture; Mathematical Language and the interaction of deaf students in everyday life; Diary of a Deaf Teacher: His Mathematical Experiences with Deaf Students. It can be inferred that it is important to address the use of fractions and decimals in various contexts to improve learning. It is necessary to respect the rhythm of deaf students and incorporate everyday situations in pedagogical practice, as well as use visual resources to teach such mathematical concepts. We highlight the need for teachers with proficiency both in Mathematics and in teaching to the deaf, in order to ensure the understanding and resolution of problems by these students. Finally, it should be noted that the development of this investigation resulted in an Educational Product entitled "Teaching of Fractions in Brazilian Sign Language", which presents the sequence of activities developed by the deaf teacher/researcher with deaf students. The activities and problems presented in the Educational Product reflect the theoretical-practical approach of the dissertation, becoming a relevant resource for the Mathematics Education of this public.
This dissertation addresses theoretical-practical relationships in mathematics classes, developed for deaf people, from the perspective of ethnomathematics. The broad objective was to analyze the contributions of a pedagogical practice developed from the perspective of ethnomathematics with deaf students involving the use of fractions and decimal numbers. The research was developed by a deaf teacher/researcher, in the Specialized Educational Service and Multi-functional Resources Room, with three deaf students. The teaching proposal was developed from two languages – Mathematics and Brazilian Sign Language (Libras)– involving the visuo-spatial perception and activities that relate the daily life of the deaf person. It was a qualitative research and as data collection these instruments were used: interviews, teacher’s observations, filming of the pedagogical practice moments, students' responses during the activities. The data were analyzed and grouped into four units, namely: the comprehension of the daily life of the deaf and their perception of mathematics; fractions and decimals in deaf culture; Mathematical Language and the interaction of deaf students in everyday life; Diary of a Deaf Teacher: His Mathematical Experiences with Deaf Students. It can be inferred that it is important to address the use of fractions and decimals in various contexts to improve learning. It is necessary to respect the rhythm of deaf students and incorporate everyday situations in pedagogical practice, as well as use visual resources to teach such mathematical concepts. We highlight the need for teachers with proficiency both in Mathematics and in teaching to the deaf, in order to ensure the understanding and resolution of problems by these students. Finally, it should be noted that the development of this investigation resulted in an Educational Product entitled "Teaching of Fractions in Brazilian Sign Language", which presents the sequence of activities developed by the deaf teacher/researcher with deaf students. The activities and problems presented in the Educational Product reflect the theoretical-practical approach of the dissertation, becoming a relevant resource for the Mathematics Education of this public.
Descrição
Palavras-chave
Etnomatemática; Cultura Surda; Língua Brasileira de Sinais; Percepção visual; Frações; Ethnomathematics; Deaf culture; Brazilian Sign Language; Visual perception; Fractions
Citação
CARDOSO, Ronan Guimarães. ENSINO DE FRAÇÕES PARA ALUNOS SURDOS NA PERSPECTIVA DA ETNOMATEMÁTICA: A EXPERIÊNCIA EM UM LABORATÓRIO DE ATENDIMENTO EDUCACIONAL ESPECIALIZADO. 2023. Dissertação (Mestrado) – Curso de Ensino de Ciências Exatas, Universidade do Vale do Taquari - Univates, Lajeado, 28 jul. 2023. Disponível em: http://hdl.handle.net/10737/3929.