A construção de mosaicos no plano por um aluno com transtorno do espectro autista
Ano de defesa: | 2018 |
---|---|
Autor(a) principal: | |
Orientador(a): | |
Banca de defesa: | , |
Tipo de documento: | Dissertação |
Tipo de acesso: | Acesso aberto |
Idioma: | por |
Instituição de defesa: |
Universidade Federal de Santa Maria
Centro de Ciências Naturais e Exatas |
Programa de Pós-Graduação: |
Programa de Pós-Graduação em Educação Matemática e Ensino de Física
|
Departamento: |
Educação
|
País: |
Brasil
|
Palavras-chave em Português: | |
Palavras-chave em Inglês: | |
Área do conhecimento CNPq: | |
Link de acesso: | http://repositorio.ufsm.br/handle/1/16295 |
Resumo: | The present research had as objective to verify signs of significant learning in mosaics built in the plane, as a product of geometric transformations with regular polygons, by a student with Autism Spectrum Disorder (ASD). This disorder is characterized by behavioral symptoms of an individual that compromise socialization, communication and behavior constituting the triad of autistic symptoms, composing a spectrum from the milder level of symptoms to the most severe. The Theory of Significant Learning (TAS), which consists in relating previous knowledge and new knowledge, is the theoretical basis for this research. The presence and absence of previous knowledge of the student, about some geometric concepts necessary for the construction of mosaics, were detected from some activities planned for this purpose. Later, a didactic sequence was put into practice that was planned and applied in eight sessions, taking into account what was or was not detected as specific prior knowledge with the particularity of the research subject of being autistic. In the sessions were inserted previous necessary organizers and then material potentially significant as polygons made with concrete materials and manipulation of GeoGebra software. The analysis of the results shows that the adopted methodology favored the condition of the student and from what was observed during the didactic sequence there were signs of significant learning with the total and sometimes partial interaction of previous and new knowledge. This research also points to the inexpressive amount of research on TEA in Post-Graduate Programs in Education / Mathematics Education and considers it relevant to be able to contribute to the program that is linked and especially to Mathematics Education by pointing out a significant learning possibility of some contents by a student with ASD. |
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spelling |
2019-04-23T15:48:19Z2019-04-23T15:48:19Z2018-08-23http://repositorio.ufsm.br/handle/1/16295The present research had as objective to verify signs of significant learning in mosaics built in the plane, as a product of geometric transformations with regular polygons, by a student with Autism Spectrum Disorder (ASD). This disorder is characterized by behavioral symptoms of an individual that compromise socialization, communication and behavior constituting the triad of autistic symptoms, composing a spectrum from the milder level of symptoms to the most severe. The Theory of Significant Learning (TAS), which consists in relating previous knowledge and new knowledge, is the theoretical basis for this research. The presence and absence of previous knowledge of the student, about some geometric concepts necessary for the construction of mosaics, were detected from some activities planned for this purpose. Later, a didactic sequence was put into practice that was planned and applied in eight sessions, taking into account what was or was not detected as specific prior knowledge with the particularity of the research subject of being autistic. In the sessions were inserted previous necessary organizers and then material potentially significant as polygons made with concrete materials and manipulation of GeoGebra software. The analysis of the results shows that the adopted methodology favored the condition of the student and from what was observed during the didactic sequence there were signs of significant learning with the total and sometimes partial interaction of previous and new knowledge. This research also points to the inexpressive amount of research on TEA in Post-Graduate Programs in Education / Mathematics Education and considers it relevant to be able to contribute to the program that is linked and especially to Mathematics Education by pointing out a significant learning possibility of some contents by a student with ASD.A presente pesquisa teve como objetivo verificar indícios de aprendizagem significativa em mosaicos construídos no plano, como produto de transformações geométricas com polígonos regulares, por um aluno com o Transtorno do Espectro Autista (TEA). Tal transtorno caracteriza-se por sintomas comportamentais de um indivíduo que comprometem a socialização, comunicação e comportamento constituindo a tríade de sintomas autísticos, compondo um espectro do nível mais brando de sintomas ao mais grave. A Teoria da Aprendizagem Significativa (TAS) que consiste em relacionar conhecimentos prévios e conhecimentos novos é o aporte teórico a embasar essa pesquisa. A presença e a ausência de conhecimentos prévios do aluno, sobre alguns conceitos geométricos necessários à construção de mosaicos, foram detectados a partir de algumas atividades planejadas com esse propósito. Posteriormente pôs-se em prática uma sequência didática que foi planejada, e aplicada em oito sessões, levando em consideração o que foi ou não detectado como conhecimentos prévios específicos junto à particularidade do participante da pesquisa de ser autista. Nas sessões foram inseridos organizadores prévios necessários e em seguida materiais potencialmente significativos como polígonos confeccionados com materiais concretos e manipulação do software GeoGebra. A análise dos resultados mostra que a metodologia adotada favoreceu a condição do aluno e a partir do que se observou, durante a sequência didática, houve indícios de aprendizagem significativa com a interação, total e algumas vezes parcial, de conhecimentos prévios e novos. Essa pesquisa também aponta para a inexpressiva quantidade de pesquisas sobre o TEA em Programas de Pós-graduação em Educação/Ensino Matemática e considera relevante poder contribuir ao programa que está vinculada e especialmente, com a Educação Matemática ao apontar uma possibilidade de aprendizagem significativa de alguns conteúdos geométricos por um aluno com TEA.porUniversidade Federal de Santa MariaCentro de Ciências Naturais e ExatasPrograma de Pós-Graduação em Educação Matemática e Ensino de FísicaUFSMBrasilEducaçãoAttribution-NonCommercial-NoDerivatives 4.0 Internationalhttp://creativecommons.org/licenses/by-nc-nd/4.0/info:eu-repo/semantics/openAccessTranstorno do espectro autistaTeoria da aprendizagem significativaGeoGebraMosaicosAutistic spectrum disorderSignificant learning theoryMosaicsCNPQ::CIENCIAS HUMANAS::EDUCACAOA construção de mosaicos no plano por um aluno com transtorno do espectro autistaThe construction of mosaics on the plan by a student with autistic spectrum disorderinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesisMathias, Carmen Vieirahttp://lattes.cnpq.br/0112509701698645Santarosa, Maria Cecilia Pereirahttp://lattes.cnpq.br/7310867402763253Mariani, Rita de Cássia Pistóiahttp://lattes.cnpq.br/8330933788557081Hartmann, Angela Mariahttp://lattes.cnpq.br/6348630855781978http://lattes.cnpq.br/0138118595862032Flores, Gioconda Guadalupe Cristales700800000006600226f1b50-140a-4beb-824f-4ce88c3b21a5efc9d954-5a39-426e-99f7-9197681731a291f702e4-59a3-4f4e-9c01-8d6c16fe16cc3eaf7668-3c5e-4fdf-9671-782fdcc354b036809c71-479a-448f-b2e6-d4a9d622a885reponame:Manancial - Repositório Digital da UFSMinstname:Universidade Federal de Santa Maria (UFSM)instacron:UFSMORIGINALDIS_PPGEMEF_2018_FLORES_GIOCONDA.pdfDIS_PPGEMEF_2018_FLORES_GIOCONDA.pdfDissertação de Mestradoapplication/pdf6192743http://repositorio.ufsm.br/bitstream/1/16295/1/DIS_PPGEMEF_2018_FLORES_GIOCONDA.pdf78274d80cbc62b5a5771f487893d3f12MD51CC-LICENSElicense_rdflicense_rdfapplication/rdf+xml; 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dc.title.por.fl_str_mv |
A construção de mosaicos no plano por um aluno com transtorno do espectro autista |
dc.title.alternative.eng.fl_str_mv |
The construction of mosaics on the plan by a student with autistic spectrum disorder |
title |
A construção de mosaicos no plano por um aluno com transtorno do espectro autista |
spellingShingle |
A construção de mosaicos no plano por um aluno com transtorno do espectro autista Flores, Gioconda Guadalupe Cristales Transtorno do espectro autista Teoria da aprendizagem significativa GeoGebra Mosaicos Autistic spectrum disorder Significant learning theory Mosaics CNPQ::CIENCIAS HUMANAS::EDUCACAO |
title_short |
A construção de mosaicos no plano por um aluno com transtorno do espectro autista |
title_full |
A construção de mosaicos no plano por um aluno com transtorno do espectro autista |
title_fullStr |
A construção de mosaicos no plano por um aluno com transtorno do espectro autista |
title_full_unstemmed |
A construção de mosaicos no plano por um aluno com transtorno do espectro autista |
title_sort |
A construção de mosaicos no plano por um aluno com transtorno do espectro autista |
author |
Flores, Gioconda Guadalupe Cristales |
author_facet |
Flores, Gioconda Guadalupe Cristales |
author_role |
author |
dc.contributor.advisor1.fl_str_mv |
Mathias, Carmen Vieira |
dc.contributor.advisor1Lattes.fl_str_mv |
http://lattes.cnpq.br/0112509701698645 |
dc.contributor.advisor-co1.fl_str_mv |
Santarosa, Maria Cecilia Pereira |
dc.contributor.advisor-co1Lattes.fl_str_mv |
http://lattes.cnpq.br/7310867402763253 |
dc.contributor.referee1.fl_str_mv |
Mariani, Rita de Cássia Pistóia |
dc.contributor.referee1Lattes.fl_str_mv |
http://lattes.cnpq.br/8330933788557081 |
dc.contributor.referee2.fl_str_mv |
Hartmann, Angela Maria |
dc.contributor.referee2Lattes.fl_str_mv |
http://lattes.cnpq.br/6348630855781978 |
dc.contributor.authorLattes.fl_str_mv |
http://lattes.cnpq.br/0138118595862032 |
dc.contributor.author.fl_str_mv |
Flores, Gioconda Guadalupe Cristales |
contributor_str_mv |
Mathias, Carmen Vieira Santarosa, Maria Cecilia Pereira Mariani, Rita de Cássia Pistóia Hartmann, Angela Maria |
dc.subject.por.fl_str_mv |
Transtorno do espectro autista Teoria da aprendizagem significativa GeoGebra Mosaicos |
topic |
Transtorno do espectro autista Teoria da aprendizagem significativa GeoGebra Mosaicos Autistic spectrum disorder Significant learning theory Mosaics CNPQ::CIENCIAS HUMANAS::EDUCACAO |
dc.subject.eng.fl_str_mv |
Autistic spectrum disorder Significant learning theory Mosaics |
dc.subject.cnpq.fl_str_mv |
CNPQ::CIENCIAS HUMANAS::EDUCACAO |
description |
The present research had as objective to verify signs of significant learning in mosaics built in the plane, as a product of geometric transformations with regular polygons, by a student with Autism Spectrum Disorder (ASD). This disorder is characterized by behavioral symptoms of an individual that compromise socialization, communication and behavior constituting the triad of autistic symptoms, composing a spectrum from the milder level of symptoms to the most severe. The Theory of Significant Learning (TAS), which consists in relating previous knowledge and new knowledge, is the theoretical basis for this research. The presence and absence of previous knowledge of the student, about some geometric concepts necessary for the construction of mosaics, were detected from some activities planned for this purpose. Later, a didactic sequence was put into practice that was planned and applied in eight sessions, taking into account what was or was not detected as specific prior knowledge with the particularity of the research subject of being autistic. In the sessions were inserted previous necessary organizers and then material potentially significant as polygons made with concrete materials and manipulation of GeoGebra software. The analysis of the results shows that the adopted methodology favored the condition of the student and from what was observed during the didactic sequence there were signs of significant learning with the total and sometimes partial interaction of previous and new knowledge. This research also points to the inexpressive amount of research on TEA in Post-Graduate Programs in Education / Mathematics Education and considers it relevant to be able to contribute to the program that is linked and especially to Mathematics Education by pointing out a significant learning possibility of some contents by a student with ASD. |
publishDate |
2018 |
dc.date.issued.fl_str_mv |
2018-08-23 |
dc.date.accessioned.fl_str_mv |
2019-04-23T15:48:19Z |
dc.date.available.fl_str_mv |
2019-04-23T15:48:19Z |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/masterThesis |
format |
masterThesis |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
http://repositorio.ufsm.br/handle/1/16295 |
url |
http://repositorio.ufsm.br/handle/1/16295 |
dc.language.iso.fl_str_mv |
por |
language |
por |
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700800000006 |
dc.relation.confidence.fl_str_mv |
600 |
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dc.rights.driver.fl_str_mv |
Attribution-NonCommercial-NoDerivatives 4.0 International http://creativecommons.org/licenses/by-nc-nd/4.0/ info:eu-repo/semantics/openAccess |
rights_invalid_str_mv |
Attribution-NonCommercial-NoDerivatives 4.0 International http://creativecommons.org/licenses/by-nc-nd/4.0/ |
eu_rights_str_mv |
openAccess |
dc.publisher.none.fl_str_mv |
Universidade Federal de Santa Maria Centro de Ciências Naturais e Exatas |
dc.publisher.program.fl_str_mv |
Programa de Pós-Graduação em Educação Matemática e Ensino de Física |
dc.publisher.initials.fl_str_mv |
UFSM |
dc.publisher.country.fl_str_mv |
Brasil |
dc.publisher.department.fl_str_mv |
Educação |
publisher.none.fl_str_mv |
Universidade Federal de Santa Maria Centro de Ciências Naturais e Exatas |
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