ADAPTAÇÃO CURRICULAR: ANÁLISE DE UMA SEQUÊNCIA DIDÁTICA DE MATEMÁTICA

Authors

  • Paloma Alinne Alves Rodrigues Universidade Federal de Itajubá - UNIFEI
  • Carina Barbosa Maduro Universidade Federal de Itajubá (UNIFEI)

DOI:

https://doi.org/10.34019/2447-5246.2020.v25.32911

Abstract

This work analyzed the performance of students without and with disabilities, especially of a student with Down Syndrome (DS) during the implementation of a didactic sequence of mathematics. The work is of a qualitative nature where the field diary and audio and video recordings were adopted as data collection instruments. Based on the data obtained, three categories of a posteriori analysis were listed. It was found that students interacted and promoted respect for differences. The potential of the different pedagogical resources used throughout the study of the spatial geometry content was confirmed. In addition, it was possible to identify that most of the difficulties presented during the study were shared by the class in general.  

Downloads

Download data is not yet available.

Downloads

Published

2020-12-21 — Updated on 2021-06-28

Versions

How to Cite

Alves Rodrigues, P. A., & Barbosa Maduro, C. (2021). ADAPTAÇÃO CURRICULAR: ANÁLISE DE UMA SEQUÊNCIA DIDÁTICA DE MATEMÁTICA . Educação Em Foco, 25(3). https://doi.org/10.34019/2447-5246.2020.v25.32911 (Original work published December 21, 2020)

Issue

v. 25, n. 3, set. / dez. 2020

Section

Artigos

License

Ao submeter um artigo à revista Educação em Foco e tê-lo aprovado, os autores concordam em ceder, sem remuneração, os seguintes direitos à Educação em Foco: os direitos de primeira publicação e a permissão para que Educação em Foco redistribua esse artigo e seus metadados aos serviços de indexação e referência que seus editores julguem apropriados.