Lesson Study e o planejamento de ensino no contexto da Discalculia do Desenvolvimento

Authors

DOI:

https://doi.org/10.33871/22385800.2023.12.29.188-211

Abstract

This study is part of an ongoing master's degree research that intertwines Developmental Dyscalculia (DD) and Lesson Study (LS). In this text, we aim to present a teaching sequence constructed, collaboratively, by professionals who deal with a student with DD. The guiding research question is: “How to create a teaching sequence for a student with Developmental Dyscalculia based on a Lesson Study?”. The methodology is characterized as qualitative, action research type and the instruments used to produce the data were: filming records and individual collaborators' notebooks. These records were analyzed according to the Lesson Study process itself. The results showed that the starting point for carrying out a Lesson Study was the elaboration of a sequence of classes that allowed a movement towards building the autonomy of this student with DD in using the monetary system. To do this, we work on identifying banknotes and coins; the manipulation of different numerical compositions for integer and decimal values, and the manipulation of different numerical compositions to give change (addition and subtraction of rational numbers in integer and decimal representation). The decimal part was represented either by fifty cents or by values other than fifty cents.

Downloads

Download data is not yet available.

Author Biographies

Bruno Barros dos Passos, Universidade Estadual do Sudoeste da Bahia

Master's student in Teaching (PPGEn) at the State University of Southwest Bahia (UESB). Degree in Mathematics from the Federal University of Recôncavo da Bahia (2021). He has professional experience in Basic Education, in Elementary School II classes. He received a CAPES scholarship from the Institutional Teaching Initiation Scholarship Program (PIBID). He was a monitor for the Student Learning Strengthening Program (PROFAE). He was a resident scholarship holder of the Pedagogical Residency Program. He has developed research related to Inclusive Mathematics Education, Down Syndrome, Mathematics Teaching and Learning, Lesson Study and Developmental Dyscalculia.

Roberta D' Angela Menduni-Bortoloti, Universidade Estadual do Sudoeste da Bahia

He has a full degree in Mathematics from the Federal University of Espírito Santo (1999), a master's degree in Education from the Federal University of Espírito Santo (2003) and a PhD in Education from the Federal University of Bahia (2016). Since 2005, she has been a full-time professor at the Department of Exact and Technological Sciences at the State University of Southwest Bahia (UESB). She works as a professor in the Postgraduate Program in Teaching (PPGEn / UESB). She has experience in the area of Mathematics Education, whose research is in Psychology of Mathematics Education, Mathematical Literacy, Error Analysis, Mathematics for Teaching and collaborative groups. She works in training teachers who teach mathematics. She is currently coordinating the research group PRACOMAT-Collaborative Practices in Mathematics with the aim of improving teaching and learning in mathematics. This group presents itself on three research fronts: 1) the Lesson Study and its potential; 2) relearn mathematics when dealing with Special Education (Dyscalculia) from the perspective of Inclusion and 3) Mathematics for Teaching. Since 2019, she has been coordinating the research project "University and Basic Education Teachers collaborating with mathematics teaching", approved by CNPq.

References

AMERICAN PSYCHIATRIC ASSOCIATION. DSM-5-TR: Manual diagnóstico e estatístico de transtornos mentais. 5. ed. Revisão de Texto. Washington, DC, Associação Psiquiátrica Americana, 2023.

BRASIL. Lei nº 14.254, de 30 de novembro de 2021. Dispõe sobre o acompanhamento integral para educandos com dislexia ou Transtorno do Deficit de Atenção com Hiperatividade (TDAH) ou outro transtorno de aprendizagem. Diário Oficial da União: seção 1, Brasília, DF, p. 5, 01 dez. 2021. Disponível em: http://www.planalto.gov.br/ccivil_03/_ato2019-2022/2021/Lei/L14254.htm. 2021. Acesso em: 01 maio. 2023.

BRASIL. Lei n° 9.394, de 20 de dezembro de 1996. Lei de Diretrizes e Bases da Educação Nacional. Brasília: Senado Federal, Coordenação de Edições Técnicas, 2017. Disponível em: https://www.planalto.gov.br/ccivil_03/leis/l9394.htm. Acesso em: 01 maio. 2023.

BRASIL. Ministério da Educação. Secretaria de Educação Especial. Política Nacional de Educação Especial na Perspectiva da Educação Inclusiva. Brasília: MEC/SEESP, 2008. Disponível em: http://portal.mec.gov.br/arquivos/pdf/politicaeducespecial.pdf. Acesso em: 10 jul. 2023.

FIORENTINI, D. Pesquisar práticas colaborativas ou pesquisar colaborativamente? In Pesquisa Qualitativa em Educação Matemática. Organizado por Marcelo de Carvalho Borba e Jussara Loiola Araújo. Autores: Dario Fiorentini, Antonio Vicente Marafioti Garnica, Maria Aparecida Viggiani Bicudo. 6. ed. Belo Horizonte: Autêntica Editora, 2019. 128 p. (Tendências em Educação Matemática, 9). ISBN 978-85-513-0589-8.

KOSC, L. Developmentol Dyscalculia. Journal of Learning Disabilities can be found at, v. 7, n. 3, p. 163-177, marc. 1974.

MENDUNI-BORTOLOTI, R. D.; BOTELHO PEIXOTO, J. L.; NEVES SILVA, T. Discalculia do Desenvolvimento: uma proposta de rastreio no campo educacional. Boletim GEPEM, [S. l.], n. 76, p. 18–31, 2020. DOI: 10.4322/gepem.2020.003. Disponível em: https://periodicos.ufrrj.br/index.php/gepem/article/view/194. Acesso em: 10 jun. 2023.

MENDUNI-BORTOLOTI, R. D. Matemática para o Ensino Forjada na Lesson Study. Educere et Educare, [S. l.], v. 14, n. 32, 2019. DOI: 10.17648/educare.v14i32.22537. Disponível em: https://e-revista.unioeste.br/index.php/educereeteducare/article/view/22537. Acesso em: 7 jul. 2023.

OLIVEIRA, J. P.; BRACKEN, S.; NAKANO, N. Preliminary indicators of the use of Lesson Study as a teaching practice capable of enabling an inclusive perspective in Higher Education. Revista Brasileira de Educação Especial, v. 27, n. 161, p. 371-390, 2021. Disponível em: https://www.scielo.br/j/rbee/a/khDmLzcYZHxWyFPP58xm9bK/?format=pdf&lang=en. Acesso em: 01 abr. 2023.

SOUZA, M. A. V. F.; POWELL, A. B. Kyozaikenkyu: essential lesson planning in japanese lesson study. CEMeR: Caminhos da Educação Matemática em Revista, Ano X, v. 13, n. 1, p. 1-24, 2023. Disponível em: https://periodicos.ifs.edu.br/periodicos/caminhos_da_educacao_matematica/article/view/1407/1381. Acesso em: 11 nov. 2023.

SOUZA, M. A. V. F.; WROBEL, J. S. Café, leite e matemática. Vitória, ES, Edifes, 2017. Bibliografia: p. 85.

TAKAHASHI, A.; MCDOUGAL, T. Collaborative lesson research: maximizing the impact of lesson study. ZDM - Mathematics Education, v. 48, n. 4, p. 513–526, 2016.

TAKAHASHI, A.; WATANABE, T.; YOSHIDA, M.; WANG-IVERSON, P. Improving content and pedagogical knowledge through Kyozaikenkyu. In: WANGIVERSON, P.; YOSHIDA, M. (Eds.). Building our understanding of lesson study. Research for Better Schools. 2005, p. 101-110.

WATANABE, T. Japanese lesson study in the United States. Journal of the International Society for Design and Development in Education, v. 3, n. 11, p. 1-13, 2018. Disponível em: https://www.educationaldesigner.org/ed/volume3/issue11/article43/pdf/ed_3_11_watanabe.pdf. Acesso em: 14 nov. 2023.

Downloads

Published

2023-12-19

How to Cite

Barros dos Passos, B., & D’ Angela Menduni-Bortoloti, R. (2023). Lesson Study e o planejamento de ensino no contexto da Discalculia do Desenvolvimento. Revista Paranaense De Educação Matemática, 12(29), 188–211. https://doi.org/10.33871/22385800.2023.12.29.188-211

Issue

Vol. 12 No. 29 (2023): Lesson Study no Ensino da Matemática: formação e prática docente

Section

Artigos Científicos

License

Copyright (c) 2023 Revista Paranaense de Educação Matemática

Creative Commons License

This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.