Navegando por Assunto "Didactic resources"

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Experiências e formação inicial e continuada de professores que ensinam matemática: elaboração de recursos didáticos de números decimais para alunos surdos
(Universidade Federal do Pará, 2021-05-28) VALENTE, Isabel Lopes; ARAÚJO, Marcelo Marques de; http://lattes.cnpq.br/0186126063457328; https://orcid.org/0000-0002-8251-806X
Inclusive education for deaf students in our country has been a challenge, even though there are laws and decrees that ensure this right. In Mathematics Education, the teaching and learning process encounters barriers, both by the legal means and by communication, since the mathematical language, expressed in Portuguese, already ensures a certain degree of difficulty in understanding. In view of this, we aim, in this work, to investigate the potentialities of the development of didactic resources to be used in the teaching and learning process of decimal numbers in additive operations aimed at deaf students. As for the theoretical framework, Balbino, Campos and Chaquiam (2015), Ifrah (1994), Mantoan (2000), Paixão (2010), Sales (2013), Schön (1992), Skliar (1998, 2001) contributed summarily to this research , Silva, Sá e Silva (2015), Vygotsky (1984), among other authors and researches that we use in the process of theoretical appropriation and historical construction of Mathematics Education. The research is considered qualitative, as according to Bogdan and Birklen (2012), this type of research is more concerned with the process than with the product of the results obtained. The survey participants were a total of 57 teachers, being 43 trained and 14 in training. An action-research was used, with three workshops as scenarios, within the scope of initial and continuing training, namely: workshop 1 - took place in the municipality of Abaetetuba in the Libras discipline of the Licentiate Degree in Mathematics by the National Training Plan with the participation of 23 undergraduate students - PARFOR, workshop 2 - was held with 14 students of the seventh semester of the Integrated Licensing, in the city of Belém, at the Inclusion Laboratory and workshop 3 - was held at the Tiradentes I State Elementary and High School, during the period of Teachers' Pedagogical Week, involving 20 educators from all disciplines that have students with deafness in their classes, in the city of Belém, in the Inclusion Laboratory and workshop 3 – was held at the Tiradentes I State Elementary and High School, during the teachers' pedagogical week, involving 20 educators from all disciplines that have deaf students in their classes, in the city of Belém. The collection of empirical material took place through audio-recordings, followed by transcriptions, interviews with teachers and video of the moments of the workshop for the construction of teaching resources. We had as an analysis tool, the Textual Discursive Analysis by Moraes and Galiazzi (2013). In this perspective, we have the descriptive analyzes of the workshop participants as well as the research questionnaire. The results obtained are associated with the teacher's awareness of the need to reflect on their teaching practice towards inclusion, promoting the construction of didactic resources suitable for the teaching of mathematics to deaf students and the availability of a propositional product in the reflection and awareness of building a methodological adequacy of the participants about the mediation of teaching decimal numbers to be used by teachers in teaching deaf students.
Acesso aberto (Open Access)
Glicoliseum: simulador em ambiente de realidade virtual para o ensino da primeira fase da respiração celular
(Universidade Federal do Pará, 2019-04-26) ALVES, Glenda Quaresma; MONTEIRO, Dionne Cavalcante; http://lattes.cnpq.br/4423219093583221; https://orcid.org/0000-0003-0838-3379
This dissertation presents the process of conception, development, testing and validation of a Virtual Reality (RV) simulator for the glycolysis process, the first phase of cellular respiration. The tool has cellular environmental control and was developed as a didactic instrument whose objective is to assist teaching-learning relations in the subjects Cellular and Molecular Biology and Biochemistry, in higher education. The methodological approaches used were quantitative and qualitative, obeying the three stages of the scientific process suggested by Minayo (2009), namely: exploratory phase, field work and analysis of empirical and documentary material. The software development followed the agile methods model, being the tool developed by a team of interdisciplinary professionals. In order to provide theoretical support to the glycolytic concepts, followed by the modeling of the glycolytic substrates and cellular environment, in the 3D modeling software Blender. Besides that, the integration of these molecules into the VR environment was performed through the Unity 3D game development engine, culminating in the programming of the glycolytic pathway and in ways of user interaction with the cellular environment and glycolytic substrates. For immersion in the cellular environment in RV, it uses the headset of RV, HTC VIVE Óculus, consisting of movement sensors, interaction controls and immersion glasses. The product testing was carried out in a group of the Biotechnology Bachelor of the Federal University of Pará (UFPA) and in a group of the Degree in Natural Sciences of the National Program of Training of Teachers of Basic Education (PARFOR). The testing data were obtained through previous and post experimentation by questionnaires and interviews with the research participants. From the analysis of contents (BARDIN, 1970) it was noticed in the comparison of the questionnaires that, in general, the students involved in the test developed or expanded their learning about the concepts approached.
Acesso aberto (Open Access)
Recursos didáticos e inclusivos para o ensino do meio ambiente
(Universidade Federal do Pará, 2020-12) MORAES, Kauê Felippe de; OLIVEIRA, Bruna Rafaela Mendonça; FARIAS, Luciana de Nazaré
This article refers to the use of didactic and inclusive resources for the teaching of Environment, experience carried out in a class of PARFOR students who work in Primary Education with the discipline Biology. It aims to analyze the difficulties faced by these teachers who work with visually impaired students (blind/low vision). The methodology, based on qualitative research, took place in three different stages and culminated in the workshop entitled "Didactic and Inclusive Resources for Teaching the Environment", where the use of an "Inclusive Domino over the Environment" was built and experimented. The results show that the academics present experiences in the education of visually impaired students. However, there are still difficulties in promoting inclusive education in regular education.