Situações desencadeadoras de aprendizagem para o desenvolvimento do pensamento matemático de estudantes com deficiência intelectual

Abstract

The research problem was: how can situations that trigger learning enable the development of mathematical thinking in students with intellectual disabilities in the multifunctional resource room? With the aim of investigating how certain teaching situations can favor the development of mathematical thinking in students with intellectual disabilities in a multifunctional resource room, the research was based on the theoretical assumptions of the Teaching Guiding Activity, which is based on the Historical-Cultural Theory Vygotsky and Leontyev’s Theory of Activity. The field research took place in a state school in Bocaiúva do Sul (PR), in the multifunctional resource room, with two students diagnosed with intellectual disabilities, during five meetings organized by the researcher, the teacher responsible for the room. Data production took place with the development of a situation that triggers learning, starting from an emerging everyday situation involving the concept of area, using the following instruments: written, audio and video records, photographs and the researcher’s logbook. As an educational product, an e-book was produced consisting of teaching situations on the concept of area intended for working with students with intellectual disabilities, for use in a multifunctional resource room, but which can also be applied in other educational contexts. For the analysis process, the concept of Isolates was adopted, manifested in episodes and scenes with evidence of the development of mathematical thinking, regarding the concept of area, in students with intellectual disabilities, providing the opportunity to discuss different manifestations, triggered by work with the situation emerging from school reality. From the data analysis, it was possible to demonstrate, in the different forms of recording, that there were manifestations of development of the mathematical thinking of the two students involved in the research, since the results highlighted that there were changes in the recordings and appropriation of the concept of equivalent measures and of area.