Teaching Mathematics to students with intellectual disability: projects of report in a contextualized and interdisciplinary perspective

Authors

  • Amanda Drzewinski de Miranda Universidade Tecnológica Federal do Paraná
  • Nilcéia Aparecida Maciel Pinheiro Universidade Tecnológica Federal do Paraná

DOI:

https://doi.org/10.5902/1984686X17805

Keywords:

Special Education, Intellectual disability, Math teaching, Science teaching.

Abstract

This paper discusses the new meaning of the teaching and learning process of Math and Science for students with intellectual disability upon applying a project contextualized and interdisciplinary. It presents, thou, results of a research, which was developed in a school of basic education in the area of special education in the city of Ponta Grossa, Paraná, with six students from the second year of the Primary School. The results obtained through the pedagogical intervention were done through a qualitative research. During the time the project was going on, it was observed that the students were motivated to learn, very active in face to knowledge. Besides this, it was verified in all the stages of the project that the students showed confidence to give their ideas, providing an encouraging environment, thus they were more capable to learn. The results revealed that the proposal was good to build Math and Science concepts based on the daily situations, as well as the accessibility of this knowledge to students with intellectual disability.

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Author Biographies

Amanda Drzewinski de Miranda, Universidade Tecnológica Federal do Paraná

Professora Mestre em Ensino de Ciência e Tecnologia da Secretaria da Educação do Estado do Paraná. Ponta Grossa, Paraná, Brasil.

Nilcéia Aparecida Maciel Pinheiro, Universidade Tecnológica Federal do Paraná

Professora Doutora na Universidade Tecnológica Federal do Paraná, junto ao Programa de Doutorado e Mestrado em Ensino de Ciência e Tecnologia. Ponta Grossa, Paraná, Brasil.

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Published

2016-11-07

How to Cite

Miranda, A. D. de, & Pinheiro, N. A. M. (2016). Teaching Mathematics to students with intellectual disability: projects of report in a contextualized and interdisciplinary perspective. Special Education Magazine, 29(56), 695–708. https://doi.org/10.5902/1984686X17805

Issue

Revista Educação Especial, v. 29, n. 56, set./dez. 2016

Section

Continuous Demand

License

Declaration of originality

We declare that all articles present in the journal Revista Educação Especial (UFSM) are originals and were not submitted for publishing on any other publication, as a whole or a fraction.  We also declare that, after being published by Revista Educação Especial (UFSM), a paper will not be submitted to another journal within two years. After this time, our journal transfers the publishing rights to the authors, with a permit granted by the Editorial Council.

We also acknowledge that the originals’ submission to Revista Educação Especial (UFSM) implies on a transference of copyright for physical and digital publishing to the journal. In case of noncompliance, the violator will receive sanctions and penalties predicted by the Brazilian Copyright Protection Law (n. 9610, dated 19/02/98).