Teaching Geometry Using an Adapted Narrative: A Case Study with a Visually Impaired Student

Q3 Multidisciplinary
Fabio Borges, Sani De Carvalho Rutz da Silva, Elsa Midori Shimazaki, Lúcia Virginia Mamcasz Viginheski
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引用次数: 0

Abstract

Context: Inclusive education for disabled people is an ongoing debate within schools, making it necessary for teachers and institutions to create methodological pathways that ensure an equitable and effective learning process for all pupils, regardless of their limitations. Objectives: To investigate the contributions of a tactile adapted version of the historical narrative “Eratosthenes and the Circumference of the Earth” in the formation of geometry concepts in visually impaired students and the challenges associated with the teaching process, this proposal is based on the application of an adapted didactic structure through Eratosthenes’ historical narrative, focusing on teaching the similarity of triangles and geometry. The study was based on Vygotsky’s cultural-historical theory and Galperin’s theory of the gradual formation of mental actions. Design:  The methods are qualitative in nature via a case-study strategy. Environment and participants: The research was conducted with a class of 46 students, of which one is visually impaired, attending the first grade of high school at a public institution in the countryside of Paraná-Brazil. Data collection and analysis: Data were collected through activities performed in class and an evaluation questionnaire. Data were analysed through content analysis. Results: The results show that the intervention contributed to the assimilation of mathematical concepts by the visually impaired individual and other students, showing changes in the perceptions of key topics within plane geometry, previously demonstrated by the students as partial and non-scientific concepts. Conclusions: We can emphasise the need for research and studies targeting the construction of proposals and materials that enable an equitable and inclusive teaching process for all students.
运用改编叙事教学几何:一名视障学生的个案研究
背景:针对残疾人的包容性教育是学校内部正在进行的一场辩论,这使得教师和机构有必要创造方法途径,确保所有学生都能公平有效地学习,无论他们的局限性如何。目的:研究历史叙事“Eratosthenes and the周长”的触觉改编版本在视障学生形成几何概念方面的贡献,以及与教学过程相关的挑战,这项建议是基于通过埃拉托斯梯尼的历史叙述应用一种改编的教学结构,重点是教授三角形和几何的相似性。本研究以维果茨基的文化历史理论和加尔佩林的心理行为逐步形成理论为基础。设计:通过案例研究策略,这些方法本质上是定性的。环境和参与者:这项研究由46名学生组成,其中一名是视障学生,他们在巴西巴拉那农村的一所公立学校上高中一年级。数据收集和分析:通过课堂活动和评估问卷收集数据。通过内容分析对数据进行分析。结果:研究结果表明,干预有助于视障人士和其他学生对数学概念的同化,显示出对平面几何中关键主题的感知发生了变化,这些主题以前被学生证明是部分和非科学概念。结论:我们可以强调,有必要进行针对提案和材料构建的研究,为所有学生提供公平和包容的教学过程。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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来源期刊
Acta Scientiae
Acta Scientiae Multidisciplinary-Multidisciplinary
CiteScore
0.70
自引率
0.00%
发文量
43
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