<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>1516-7313</journal-id>
<journal-title><![CDATA[Ciência & Educação]]></journal-title>
<abbrev-journal-title><![CDATA[Ciência educ.]]></abbrev-journal-title>
<issn>1516-7313</issn>
<publisher>
<publisher-name><![CDATA[Universidade Estadual Paulista (UNESP)]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1516-73132019000401047</article-id>
<article-id pub-id-type="doi">10.1590/1516-731320190040013</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Ensino de frações para adolescentes com deficiência visual]]></article-title>
<article-title xml:lang="en"><![CDATA[Teaching fractions to visually impaired adolescents]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Costa]]></surname>
<given-names><![CDATA[Ailton Barcelos da]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Gil]]></surname>
<given-names><![CDATA[Maria Stella Coutinho de Alcântara]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Elias]]></surname>
<given-names><![CDATA[Nassim Chamel]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal de São Carlos (UFSCar) Centro de Educação e Ciências Humanas Programa de Pós-Graduação em Educação Especial]]></institution>
<addr-line><![CDATA[São Carlos SP]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,UFSCar Departamento de Psicologia ]]></institution>
<addr-line><![CDATA[São Carlos SP]]></addr-line>
<country>Brasil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>10</month>
<year>2019</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>10</month>
<year>2019</year>
</pub-date>
<volume>25</volume>
<numero>4</numero>
<fpage>1047</fpage>
<lpage>1065</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1516-73132019000401047&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1516-73132019000401047&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1516-73132019000401047&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo: O estudo teve o objetivo de ensinar frações unitárias e não unitárias para três adolescentes com deficiência visual, empregando tentativas discretas, instruções orais e reforçamento diferencial em um delineamento do tipo A-B com follow up. O procedimento consistiu do levantamento do repertório de entrada, intervenção e sondas de aprendizagem. Na intervenção, empregaram-se materiais concretos e instruções orais com e sem dicas. A manutenção da aprendizagem foi avaliada 30 dias após o encerramento da intervenção. Na linha de base, os participantes identificaram igualdade, diferença e metade de quatro e seis peças. Na intervenção, as atividades relativas à metade/terço/quarto de quantidade superior a dez unidades foram realizadas ao final do período. A verificação da manutenção da aprendizagem foi bem-sucedida para os participantes. A adaptação de materiais concretos e instruções permitiram o domínio de tarefas de produção de frações.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract: The study aimed to teach unit and non-unit fractions for three adolescents with visual impairment, using discrete attempts, oral instructions and differential reinforcement in an A-B design follow-up. The procedure consisted of baseline repertoire assessment, intervention, and learning probes. In the intervention, concrete materials and oral instructions, with or without prompts, were employed. Maintenance was assessed 30 days after the closure of intervention. At baseline, participants identified equality; difference and half of four and six pieces. In the intervention, the activities related to the half / third / fourth parts of more than ten units were done at the end of the period. Verification of learning maintenance was successful for the participants. The adaptation of concrete materials and instructions led to command of fraction production.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Ensino de frações]]></kwd>
<kwd lng="pt"><![CDATA[Deficiência visual]]></kwd>
<kwd lng="pt"><![CDATA[Matemática inclusiva]]></kwd>
<kwd lng="pt"><![CDATA[Educação especial]]></kwd>
<kwd lng="en"><![CDATA[Fraction teaching]]></kwd>
<kwd lng="en"><![CDATA[Visual impairment]]></kwd>
<kwd lng="en"><![CDATA[Inclusive mathematics]]></kwd>
<kwd lng="en"><![CDATA[Special education]]></kwd>
</kwd-group>
</article-meta>
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