<?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>1982-0305</journal-id>
<journal-title><![CDATA[Revista Teias]]></journal-title>
<abbrev-journal-title><![CDATA[Revista Teias]]></abbrev-journal-title>
<issn>1982-0305</issn>
<publisher>
<publisher-name><![CDATA[Programa de Pós-Graduação em Educação - ProPEd/UERJ]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1982-03052021000300138</article-id>
<article-id pub-id-type="doi">10.12957/teias.2021.57402</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[SURDEZ, TDAH E CONTAGEM: a experiência de João à luz da teoria dos campos conceituais]]></article-title>
<article-title xml:lang="en"><![CDATA[DEAFNESS, ADHD AND COUNTING: João&#8217;s experience in the light of the theory of conceptual fields]]></article-title>
<article-title xml:lang="es"><![CDATA[SORDERA, TDAH Y RECUENTO: la experiencia de João a la luz de la teoría de los campos conceptuales]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Nogueira]]></surname>
<given-names><![CDATA[Clélia Maria Ignatius]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
<xref ref-type="aff" rid="Aaf"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Rezende]]></surname>
<given-names><![CDATA[Veridiana]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Zanquetta]]></surname>
<given-names><![CDATA[Maria Emília Melo Tamanini]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Estadual do Paraná Programa de Pós-graduação em Educação Matemática ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</aff>
<aff id="Af4">
<institution><![CDATA[,Universidade Estadual do Oeste do Paraná Programa de Pós-graduação em Educação em Ciências e Educação Matemática ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Estadual do Paraná  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</aff>
<aff id="Af3">
<institution><![CDATA[,Secretaria de Educação do Estado do Paraná  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>07</month>
<year>2021</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>07</month>
<year>2021</year>
</pub-date>
<volume>22</volume>
<numero>66</numero>
<fpage>138</fpage>
<lpage>151</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1982-03052021000300138&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1982-03052021000300138&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1982-03052021000300138&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo A partir da releitura das informações produzidas em uma investigação anterior, obtidas a partir de uma sequência didática de situações de estruturas aditivas, implementada de forma dialógica e coletadas por meio de filmagens e analisados à luz da teoria dos Campos Conceituais, este artigo apresenta a análise, sustentada na Teoria dos Campos Conceituais, do desempenho de um aluno surdo e com Transtorno de Déficit de Atenção e Hiperatividade, em relação a dois aspectos: o referente à construção de seus conhecimentos matemáticos, inferida mediante a constatação da evolução e consolidação de seu esquema de contagem e o socioemocional, identificado mediante a constatação do desenvolvimento de sua autonomia, acarretando em maior autoestima. Como resultados didático-pedagógicos, a releitura aponta para a importância de que atividades canônicas de contagem, como a de cartas, por exemplo, quando propostas a estudantes surdos, precisam ser pensadas, considerando as especificidades da Libras, sua língua natural e para as possibilidades de desenvolvimento cognitivo e da capacidade de manutenção de diálogos possibilitados pela forma dialógica adotada na implementação da sequência didática.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract From the rereading of the information produced in a previous investigation, obtained from a didactic sequence of situations of additive structures, implemented in a dialogical way and collected through filming and analyzed in the light of the theory conceptual fields, this article presents the analysis, supported by the theory of conceptual fields, of the performance of a deaf student with Attention Deficit Hyperactivity Disorder (ADHD), in relation to two aspects: the one referring to the construction of his mathematical knowledge, inferred through the verification of the evolution and consolidation of its counting scheme and the socio-emotional, identified through the verification of the development of its autonomy, resulting in greater self-esteem. As didactic-pedagogical results, the rereading points to the importance that canonical counting activities, such as letters, for example, when proposed to deaf students, need to be considered, considering the specificities of Libras (Brazilian sign language), its natural language and the possibilities cognitive development and the ability to maintain dialogues made possible by the dialogic form adopted in the implementation of the didactic sequence.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen A partir de la relectura de la información producida en una investigación previa, obtenida a partir de una secuencia didáctica de situaciones de estructuras aditivas, implementada de forma dialógica y recogida mediante filmación y analizada a la luz de la teoría de Campos Conceptuales, este artículo presenta el análisis, basado en la Teoría de Campos Conceptuales, del desempeño de un alumno sordo con Trastorno por Déficit de Atención e Hiperactividad, en relación a dos aspectos: el referido a la construcción de su conocimiento matemático, inferido a través de la verificación de la evolución y consolidación de su esquema de conteo y el socioemocional, identificado a través de la verificación del desarrollo de su autonomía, resultando en una mayor autoestima. Como resultado didáctico-pedagógico, la relectura apunta a la importancia de que las actividades de conteo canónico, como las letras, por ejemplo, cuando se proponen a estudiantes sordos, deben ser consideradas, considerando las especificidades de Libra, su lenguaje natural y las posibilidades de El desarrollo cognitivo y la capacidad de mantener diálogos posibilitados por la forma dialógica adoptada en la implementación de la secuencia didáctica.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Cálculo Mental]]></kwd>
<kwd lng="pt"><![CDATA[TDAH]]></kwd>
<kwd lng="pt"><![CDATA[Surdez]]></kwd>
<kwd lng="pt"><![CDATA[Esquemas.]]></kwd>
<kwd lng="en"><![CDATA[Mental Calculation]]></kwd>
<kwd lng="en"><![CDATA[ADHD]]></kwd>
<kwd lng="en"><![CDATA[Deafness]]></kwd>
<kwd lng="en"><![CDATA[Schemes.]]></kwd>
<kwd lng="es"><![CDATA[Cálculo mental]]></kwd>
<kwd lng="es"><![CDATA[TDAH]]></kwd>
<kwd lng="es"><![CDATA[Sordera]]></kwd>
<kwd lng="es"><![CDATA[Esquemas.]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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