Resumen

FIGUEIREDO, Fabiane Fischer. Design of problem formulations and resolutions with the use of digital technologies in the Mathematics Education of students with intellectual disabilities. Rev. Exitus [online]. 2020, vol.10, e020097.  Epub 30-Mar-2022. ISSN 2237-9460.  https://doi.org/10.24065/2237-9460.2020v10n1id1276.

In Mathematics classes, the teacher may have students with intellectual disabilities. This situation will require from him or her a commitment to (re)plan pedagogical practices to promote their development and learning. Among the methodological perspectives which may meet this need is the design problem formulations with the use of digital technologies, in which the formulations are designed, developed, implemented, and subsequently evaluated as for the proposed resolutions. In this paper, the results of a qualitative case study are presented. The aim of the investigation was to understand how designs of mathematical problem formulations made by the teacher, and the resolution of problems by a student with intellectual disability, with the use of digital technologies, contribute to the production of mathematical, technological and socially relevant knowledge. To achieve this goal, the designs of four closed and open problem formulations were carried out in stages, using Microsoft Office Excel documents and images from a website, which contextualized the problems. These were produced to be proposed and solved by a 6th-grade student with intellectual disability, and they aided her to learn the mathematical knowledge related to counting, representation in the decimal and monetary values systems, in tables, and addition, subtraction and multiplication of natural numbers, associating them to the use of computers and Excel resources and to the topics covered, linked to everyday practices.

Palabras clave : Mathematics Education; Intellectual disability; Design of formulations; Problem solving; Digital Technologies; Final Years of Elementary School.

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