Ensino de geometria para alunos surdos: Um estudo com apoio digital ao analógico e o ciclo da experiência kellyana

Abstract

This paper aims to analyze the contributions of the digital to analog resources in fostering learning of geometry, mediated pounds for deaf students. Our research is supported by the theoretical principles of Personal Construct Theory of George Kelly (1963) and was developed through the following conduct: an outline of the history of education of the deaf and their identity construction. In the second phase, the teaching of mathematics to deaf students, in which we present some research. Followed by talking briefly about the features analog and digital resources, move forward with a succinct approach to Personal Construct Theory of George Kelly and finalized with the analysis of the intervention, whose theme is the teaching regular convex polygons, which is subsidized in Corollary Experiment conducted by Cycle Experience Kellyana. The research subjects are 8th graders of elementary school of EDAC. The records were made using photos, video footage and field notes. Participant observation of this case study has revealed that learning of deaf students is closely related to proficiency in Pounds, knowledge of the history of education of the deaf and the deaf community belonging to the ruling by the subject teacher. As considerations emphasize the importance of the use of specific methods, as in this case with the use of digital and analog features which favor the realization of geometrical abstract concepts often the possibility of visual exploration.