Banca de DEFESA: STEPHANY MARIA PEREIRA DA SILVA

Uma banca de DEFESA de MESTRADO foi cadastrada pelo programa.
STUDENT : STEPHANY MARIA PEREIRA DA SILVA
DATE: 03/04/2024
TIME: 09:00
LOCAL: Plataforma Google Meet: meet.google.com/myy-fiam-hbt
TITLE:

KNOWLEDGE FOR  TEACHING ARITHMETIC MEANS IN FINAL YEARS FOR BLIND STUDENTS USING MANIPULABLE MATERIAL

KEY WORDS:

Inclusive Education; Blind Students; Manipulable Material; Arithmetic Mean; Statistical Literacy.

PAGES: 121
BIG AREA: Outra
AREA: Multidisciplinar
SUMMARY:

The use of manipulable materials for teaching Statistics constitutes the possibility of access to data representations by blind students through tactile exploration. The general objective of this master's research is to analyze knowledge for teaching arithmetic mean to blind students using manipulative material. In specific terms, we seek to: investigate the feasibility of a manipulable material for teaching arithmetic mean to blind students based on the experiences of braille specialists and blind students; analyse knowledge of mathematics teachers for teaching arithmetic mean to blind students in inclusive classes; and analyse teachers' knowledge in lesson planning for teaching arithmetic mean to blind students using manipulative material. The theoretical contributions of Ball, Thames and Phelps and those of Iddo Gal supported the discussions regarding, respectively, teaching knowledge and the perspective of statistical literacy in teaching arithmetic mean. The research began with the conduct of semi-structured interviews with two braille specialists, one sighted and one blind, and two students enrolled in the 9th grade of Fundamental School, one sighted and one blind. The interviews took place individually, and the questions involved aspects related to the analysis of the manipulated material prepared. In a second stage, two teachers were interviewed, one with experience with blind students and the other without. In the third stage, these teachers developed a plan for teaching arithmetic mean to blind students using the material. In general, all participants considered the manipulative material suitable for teaching arithmetic mean to blind students. They also presented considerations regarding its structure with a focus on aspects that would enhance usability. The interviews with the Brailists showed the mobilization of general knowledge regarding teaching and blind students, presenting aspects to be considered in teaching these students. Students have prior knowledge about the arithmetic mean algorithm, but show difficulties in solving problem situations involving conceptual properties such as those proposed by Strauss and Bichler. Teachers sometimes mobilized more than one type of knowledge simultaneously, especially: Content and Curriculum Knowledge, Content and Teaching Knowledge, and Content and Student Knowledge. The use of manipulative material further highlighted the mobilization of content knowledge and teaching. In lesson planning, teachers mobilized Content and Curriculum Knowledge and Content and Teaching Knowledge. The mobilization of Horizontal Content Knowledge seemed to require more experience in teaching. The research offers evidence of the viability of the manipulative material proposed for teaching arithmetic mean to blind students, as it also highlights the mobilization of teaching knowledge through its use.

COMMITTEE MEMBERS:
Presidente - 2132360 - LILIANE MARIA TEIXEIRA LIMA DE CARVALHO
Interna - 1196238 - JAQUELINE APARECIDA FORATTO LIXANDRAO SANTOS
Externa à Instituição - IRENE MAURICIO CAZORLA - UESC-BA