视障人士数学教学的文献分析

Ailton Barcelos da Costa, M. S. C. A. Gil, N. C. Elias
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引用次数: 0

摘要

这项工作旨在描述2001年至2016年期间,在国家和国际科学文献的开放获取出版物中,以行为方法开展的针对不同人群(包括视力障碍人群)的数学曲目教学的实证研究。这种方法研究人类和非人类在与环境相互作用中的行为。文献调查分三个阶段进行,纳入标准为:1)视障人群数学曲目教学的行为方法研究;2)任何人群数学曲目教学的行为方法研究;3)为视障人士教授数学曲目,无论概念取向如何。在第一阶段没有出版物,在第二和第三阶段各审查了11篇文章(22)。在第二阶段的11篇文章中,典型发展学生的数学出版物占主导地位,在刺激等效模型中,根据模型选择的程序占主导地位。在第三阶段的11篇文章中,具体材料是视觉障碍人群的主要数学素养策略之一。值得注意的是,研究中选择的数学内容主要包括基础数学,这是小学一年级常规课程的一部分。两份出版物涉及高中数学内容。在出版物中发现的是与基础数学概念相关的数学内容占主导地位,但涉及计数和测量的研究很少。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Ensino de matemática para pessoas com deficiência visual: uma análise de literatura
This work aimed to characterize empirical studies on the teaching of mathematical repertoires for different populations, including people with visual impairments, carried out in the behavioral approach, in open access publications of national and international scientific literature, between the years 2001 and 2016. This approach studies human and non-human behavior in their interactions with the environment. The literature survey took place in three stages with the inclusion criteria: 1) behavioral approach to studies on the teaching of mathematical repertoires for people with visual impairments, 2) behavioral approach to studies on the teaching of mathematical repertoires for any population; 3) teaching mathematical repertoires for people with visual impairments, regardless of conceptual orientation. In the first stage there were no publications and in the second and third stages11 articles were examined in each one (22). In the 11 articles of the second stage there was a predominance of publications on mathematics for students with typical development, in the stimulus equivalence model, with predominant procedures for choosing according to the model. In the 11 articles in the third stage, the concrete materials were among the main mathematical literacy strategies for people with visual impairments. It is noteworthy that the mathematical content selected in the researches comprised predominantly basic mathematics that is part of the regular curriculum of Elementary School I. Two publications dealt with mathematical content for high school. What was found in the publications was the predominance of mathematical content related to the concepts of basic mathematics, but few studies involving counting and measurement.
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