O multiplano no processo de ensino da matemática: intervenções educacionais para estudantes com deficiência visual e estudantes videntes com dificuldade de aprendizagem

• Ano de defesa: 2019
• Autor(a) principal: SÁ, Raimunda Maria Barbosa de
• Orientador(a): ZAQUEU, Lívia da Conceição Costa
• Banca de defesa: ZAQUEU, Lívia da Conceição Costa , BOTTENTUIT JUNIOR, João Batista , BATISTA, Cecília Guarnieri
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal do Maranhão
• Programa de Pós-Graduação: PROGRAMA DE PÓS-GRADUAÇÃO EM GESTÃO DE ENSINO DA EDUCAÇÃO BÁSICA
• Departamento: DEPARTAMENTO DE EDUCAÇÃO FÍSICA/CCBS
• País: Brasil
• Palavras-chave em Português: Dificuldade de aprendizagem; Educação matemática; Estudantes com deficiência visual; Multiplano; Professores
• Palavras-chave em Inglês: Learning difficulty; Mathematical education; Students with visual impairment; Multiplane; Teachers
• Área do conhecimento CNPq: Ensino-Aprendizagem; Tópicos Específicos de Educação
• Link de acesso: https://tedebc.ufma.br/jspui/handle/tede/tede/2807

The present research had as objective to construct with teachers/lectures educational interventions for high school students with visual impairment-VI and visionary students with learning difficulties using the Multiplane to elaborate a notebook with methodological guidelines for the teaching of Mathematics. In order to do so, the research was of the intervention type and the technique, content analysis through categorization of the data, involving sample 06 students (02 with visual impairment - VI and 04 visioners with learning difficulties), in the age range of 15 to 20 years, in a State High School Center in the municipality of Imperatriz-MA, and 06 teachers (02 Mathematics, 02 students with VI and 02 of the multifunctional resource room - MRR). The students were given an identification card and the Numerical Knowledge Test and the teachers/lecturers, a structured interview. Descriptive analysis and content analysis were done. With reference (1st/2nd application of the test). Regarding the natural numbers, students with VI maintained the results (100% and 50%) of correct answers and the seers who stood out (from 14% to 85% and from 14% to 42%) in the correct answers. Regarding the whole numbers, students with VI maintained the results (100% and 60%), and the viewers managed to reach (from 15% to 23% and from 30% to 46%) of correct answers. In relation to the rational numbers, students with VI were successful (68% to 87% and 6.25% to 37.5%) and the sighted students had results of overcoming (56% to 68%, from 37% to 56%, from 31% to 43%, and from 18% to 50%). The interviews revealed the need for new learning paths for students and lecturers, dialogues among teachers, to learn how to teach people with disabilities and with learning difficulties. It was evident that the pedagogical intervention was satisfactory for the students with VI and psychics, both presented advances in relation to the rational numbers, demonstrating that the intervention using complementary resources with the Multiplane contributed to reach the objective of improving the learning of the basic knowledge of Mathematics.