Movimentos do pensamento matemático em estudantes com deficiência intelectual: contribuições do ensino desenvolvimental no AEE

Abstract

This research analyzes the contributions to the development process of the theoretical thought of the number concept in students with intellectual disabilities resulting from the organization of mathematics teaching in the Specialized Education Service (AEE) based on the assumptions of the Theory of Developmental Teaching and the ElkoninDavídov System. Participated in the investigation of students diagnosed with intellectual disability who attended the AEE in a public school in the state of Santa Catarina in the early years of elementary education. A formative didactic experiment was developed during the sessions made available to the participating students, which took place in the opposite shift of their regular schooling. The meetings were filmed and transcribed, and later, the data were organized and analyzed from isolated facts, episodes, and scenes to indicate the development of mathematical conceptual thinking done by the participating students. The results show that the contributions in the development process of the theoretical thought of the number concept in students with intellectual disabilities occur as the organization of mathematics teaching in the AEE, based on the assumptions of the Elkonin-Davídov System, presents didactic principles of developmental teaching: the principle of education that develops, the scientific principle, the principle of activity and the principle of object character. These principles contribute to the development of the theoretical concept of numbers respectively with: the creation and consolidation of different levels of proximal development zones in students with intellectual disabilities; the formation of scientific concepts in the AEE; the performance of the study activity by students with intellectual disabilities; the interaction with mediating instruments that guide the performance of the task system. As a result of the research, a teaching material/book was produced that presents guidelines for inclusive pedagogical practices - The concept of number in the AEE for students with intellectual disabilities: initial processes from the perspective of Developmental Teaching.