A resolução de problemas multiplicativos no âmbito da área curricular de matemática em alunos considerados com défice cognitivo
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Data
2011
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Resumo
Este estudo visa o aprofundamento em torno dos procedimentos a mobilizar para
melhorar as operações cognitivas dos alunos considerados com Défice Cognitivo, na
resolução de situações problemáticas multiplicativas no âmbito da área curricular de
Matemática.
Neste sentido, objectiva a identificação de estratégias pedagógicas a operacionalizar
pelo docente, formulando-se questões de investigação: Quais as estratégias utilizadas pelos
alunos com défice cognitivo na resolução de situações problemáticas multiplicativas no
âmbito da área curricular de Matemática?; O que de incorrecto existe nas estratégias utilizadas
pelos alunos na resolução de problemas no âmbito da multiplicação?; Que procedimentos a
adoptar com vista à melhoria das estratégias de multiplicação utilizadas pelos alunos?; Em
que medida as actuações adoptadas favorecem as competências multiplicativas destes alunos?
Constitui-se como enquadramento de referência uma pesquisa bibliográfica,
clarificando noções e conceitos, os quais, sustentam a análise de dados.
Metodologicamente, assenta na investigação-acção, combinando e articulando
técnicas de pesquisa como a observação naturalista, análise documental e entrevista. Com
vista ao tratamento da informação recolhida, a técnica utilizada para a sistematização e
categorização dos dados assentou na análise de conteúdo.
Verificou-se positividade entre a utilização dos procedimentos apontados pelos
entrevistados e das actuações orientadoras da intervenção no desenvolvimento de raciocínio
multiplicativos nos alunos.
This study aims at the deepening and clarifying of procedures that need to be mobilized in order to improve cognitive operations in students with cognitive disabilities, especially in the resolution of problem situations involving multiplication in the subject Maths. It objectifies the identification of pedagogical strategies teachers have to use, formulating as investigation questions: Which strategies do students/pupils with cognitive disabilities use when solving problems regarding multiplication operations in Maths?; What is inaccurate in the strategies used by the students when they are solving problems involving multiplication operations?; What are the procedures that have to be adopted in order to improve the multiplication strategy skills by the students? In what measure are the adopted strategies promoting/favouring the multiplicative competences of these students? As a reference framing it has been established a bibliographic research, clarifying notions and concepts that sustain the data analysis. Based, methodologically, on investigation-action it articulates research techniques such as naturalistic observation, documental analysis and interview, and content analysis to the treatment of information. Positivity has been verified between the use of pointed procedures by the interviewees, Special Education professionals/teachers and by teachers of Maths, with the guiding performances of intervention in the favouring of multiplicative reasoning competences in the two cognitive deficit students.
This study aims at the deepening and clarifying of procedures that need to be mobilized in order to improve cognitive operations in students with cognitive disabilities, especially in the resolution of problem situations involving multiplication in the subject Maths. It objectifies the identification of pedagogical strategies teachers have to use, formulating as investigation questions: Which strategies do students/pupils with cognitive disabilities use when solving problems regarding multiplication operations in Maths?; What is inaccurate in the strategies used by the students when they are solving problems involving multiplication operations?; What are the procedures that have to be adopted in order to improve the multiplication strategy skills by the students? In what measure are the adopted strategies promoting/favouring the multiplicative competences of these students? As a reference framing it has been established a bibliographic research, clarifying notions and concepts that sustain the data analysis. Based, methodologically, on investigation-action it articulates research techniques such as naturalistic observation, documental analysis and interview, and content analysis to the treatment of information. Positivity has been verified between the use of pointed procedures by the interviewees, Special Education professionals/teachers and by teachers of Maths, with the guiding performances of intervention in the favouring of multiplicative reasoning competences in the two cognitive deficit students.
Descrição
Orientação: Luís de Sousa
Palavras-chave
EDUCAÇÃO, EDUCAÇÃO ESPECIAL, DÉFICE COGNITIVO, INCLUSÃO ESCOLAR, CRIANÇAS, EDUCATION, SPECIAL EDUCATION, COGNITIVE DEFICIT, SCHOOL INCLUSION, CHILDREN, MESTRADO EM CIÊNCIAS DA EDUCAÇÃO NA ESPECIALIDADE DE EDUCAÇÃO ESPECIAL E DOMÍNIO COGNITIVO E MOTOR