TCC Matemática

URI Permanente para esta coleção

https://repositorio.ifal.edu.br/handle/123456789/50

Navegar

Navegando TCC Matemática por Área do Conhecimento "CNPQ::CIENCIAS EXATAS E DA TERRA"

Agora exibindo 1 - 2 de 2
  • Imagem de Miniatura
    Item
    A criação da régua de números inteiros adaptada para o braille a partir da modificação do material dourado
    (Instituto Federal de Educação Ciência e Tecnologia de Alagoas, 2018-11-30) Nascimento, Douglas Lopes do; Pereira Neto, Lauro Lopes; http://lattes.cnpq.br/2294245620497736; Costa, Camila Lima da; http://lattes.cnpq.br/1430561754887346; Silva , Luiz Galdino da; http://lattes.cnpq.br/6511974471336575; Oliveira , Elisabete Duarte de; http://lattes.cnpq.br/7781886522973384
    This study arose from the questionnaire of the inquietations of teachers, in particular teachers of mathematics, and the client with visual students: how to teach a student with visual impairment? How to include it in the classroom? These concerns may be normal, since initial orientation courses are not tailored to needs. In this way, this study proposes a construction of a manipulative didactic material as a didactic proposal for teaching people with visual impairment, making possible the inclusion of this student in the classroom. Thinking about the difficulties facing the problems faced, this is a resource as an aid to the learning process of a student who has, in the hearing and the domain, higher cognitive functions than the learning capacity. This study was to propose the creation of the integral index rule adapted for Braille, from the changes of the golden model including the method of understanding between integers integers integers. It is a low-cost, manipulative teaching material and helps in the process of inclusion of visually impaired students in the classroom, trying to make sense of the exercises related to the set of integers. A qualitative and experimental methodology was used, as well as a bibliographical one, having as main theorists researched: Mantoan (2006); Laplane and Batista (2008), Uliana (2003); Groenald, Silva and Mora (2004); Silva (2012) and Lorenzato (2006). It is hoped that this work as a guiding element in teaching math for the visually impaired and inspire further research into teaching as a whole.
  • Imagem de Miniatura
    Item
    Tábua de Pitágoras e a configuração retangular: uma proposta para o ensino do campo multiplicativo para deficientes visuais.
    (Instituto Federal de Educação Ciência e Tecnologia de Alagoas, 2018-08-30) Correia, Sérgio Ferreira; Costa, Camila Lima; http://lattes.cnpq.br/9063276283873811; Oliveira, Elisabete Duarte de; http://lattes.cnpq.br/7781886522973384; Silva, Luiz Galdino da; http://lattes.cnpq.br/6511974471336575
    The present paper presents a proposal to build a mechanism that can contribute to the process of inclusion of the visually impaired in mathematics classes. Students with some visual limitation may have difficulties in learning if they are not submitted to didactic resources that can contribute to the understanding of the contents presented in the classroom. Therefore, it is up to the teacher to include the student in his class, adapting the activities to the difficulties of each one. The process of teaching and learning mathematics to students with visual impairment or low vision brings with it the need to work with materials that can be manipulated. The objective of this work is to develop a Manipulable Teaching Material that can aid in the process of inclusion of students with visual impairment, aiming to give meaning to the concepts related to the multiplicative field, associating it with the Rectangular Configuration method. In order to do so, we sought the foundations of Baumel's (2003) studies on materials and resources in education for the visually impaired, Carvalho's contribution (1998) regarding Inclusive Education and Lorenzato's ideas (2009) using the MDM ) as a representative element of the problem situation. The need for this proposal is to stimulate initiative, creativity, sociability and, at the same time, to develop the sense of responsibility and objectivity of the educator.