<?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>2318-1982</journal-id>
<journal-title><![CDATA[Série-Estudos]]></journal-title>
<abbrev-journal-title><![CDATA[Sér.-Estud.]]></abbrev-journal-title>
<issn>2318-1982</issn>
<publisher>
<publisher-name><![CDATA[Universidade Católica Dom Bosco]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2318-19822020000200261</article-id>
<article-id pub-id-type="doi">10.20435/serie-estudos.v25i54.1402</article-id>
<title-group>
<article-title xml:lang="en"><![CDATA[Students with intellectual disabilities learning fractions: intentional pedagogical actions based on concepts of Vygotsky&#8217;s defectology]]></article-title>
<article-title xml:lang="pt"><![CDATA[Alunos com deficiência intelectual aprendendo frações: ações pedagógicas intencionais baseadas em conceitos da defectologia de Vygotsky]]></article-title>
<article-title xml:lang="es"><![CDATA[Alumnos con deficiencia intelectual aprendiendo fracciones: acciones pedagógicas intencionales basadas en conceptos de la defectología de Vygotsky]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Selau]]></surname>
<given-names><![CDATA[Bento]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Rodrigues]]></surname>
<given-names><![CDATA[Sastria de Paula]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Costas]]></surname>
<given-names><![CDATA[Fabiane]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Cordeiro]]></surname>
<given-names><![CDATA[Aliciene]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Federal University of Pampa  ]]></institution>
<addr-line><![CDATA[Jaguarão Rio Grande do Sul]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Sul-Rio-Grandense Federal Institute for Science, Education, and Technology  ]]></institution>
<addr-line><![CDATA[Pelotas Rio Grande do Sul]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Federal University of Santa Maria  ]]></institution>
<addr-line><![CDATA[Santa Maria Rio Grande do Sul]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af4">
<institution><![CDATA[,University of the Joinville Region  ]]></institution>
<addr-line><![CDATA[Joinville Santa Catarina]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>05</month>
<year>2020</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>05</month>
<year>2020</year>
</pub-date>
<volume>25</volume>
<numero>54</numero>
<fpage>261</fpage>
<lpage>291</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S2318-19822020000200261&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S2318-19822020000200261&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S2318-19822020000200261&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract This research aimed to understand the learning process of fractions for two students with intellectual disabilities, collectively with students without any disability. The type of procedure used was interventionist research. There were eighteen subjects in this research, which comprised of Elementary School 6th-grade students, two of whom had intellectual disability/focus subjects. The following data collection instruments were used: 10 observations, totaling 8h20m, and 10 documentary analysis documents. The results showed that the students with intellectual disabilities learned scientific concepts, which involved the concept of fractions, mainly in relation to the idea of part-whole. The study concluded that the understanding of mathematical content, especially scientific concepts about fractions in the educational process of students with intellectual disabilities, can be effective when applied in processes involving intentional pedagogical actions - based on concepts of Vygotsky&#8217;s defectology.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Esta pesquisa teve como objetivo compreender o processo de aprendizagem de frações por dois alunos com deficiência intelectual, coletivamente a alunos sem deficiência. O tipo de procedimento utilizado foi a pesquisa intervencionista. Foram dezoito os sujeitos de pesquisa, compostos por alunos do 6º ano do Ensino Fundamental, dois dos quais com deficiência intelectual/sujeitos-foco. Utilizaram-se os seguintes instrumentos de coleta de dados: 10 observações, totalizando 8h20m, e 10 escritos de análise documental. Os resultados mostraram que os alunos com deficiência intelectual aprenderam conceitos científicos que envolviam o conceito de frações, principalmente em relação à ideia de parte-todo. O estudo concluiu que a compreensão do conteúdo matemático, especialmente conceitos científicos sobre frações no processo educacional de alunos com deficiência intelectual, pode ser eficaz quando ocorre em processos que envolvem ações pedagógicas intencionais &#8722; com base nos conceitos da defectologia de Vygotsky.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen El objetivo de esta investigación es comprender el proceso del aprendizaje de fracciones por parte de dos alumnos con deficiencia intelectual, con relación a los estudiantes sin deficiencia del resto del grupo. El procedimiento utilizado fue la investigación intervencionista. La investigación se realizó tomando en cuenta los dieciocho alumnos de sexto año de la Enseñanza Fundamental, de los cuales dos tienen deficiencia intelectual. Los instrumentos de recolección de datos fueron: diez observaciones, que totalizan 8h20m, y diez escritos de análisis documental. Los resultados revelan que los alumnos con deficiencia intelectual aprendieron conceptos científicos, que tenían que ver con el concepto de fracciones, principalmente en relación con la idea de parte-todo. El estudio concluyó que la comprensión del contenido matemático, especialmente de los conceptos científicos sobre fracciones en el proceso educacional de alumnos con deficiencia intelectual, puede ser eficaz cuando es aplicado en procesos que envuelvan acciones pedagógicas intencionales en base a los conceptos de la defectología de Vygotsky.]]></p></abstract>
<kwd-group>
<kwd lng="en"><![CDATA[educational psychology]]></kwd>
<kwd lng="en"><![CDATA[cultural-historical psychology]]></kwd>
<kwd lng="en"><![CDATA[defectology]]></kwd>
<kwd lng="pt"><![CDATA[psicologia educacional]]></kwd>
<kwd lng="pt"><![CDATA[psicologia histórico-cultural]]></kwd>
<kwd lng="pt"><![CDATA[defectologia]]></kwd>
<kwd lng="es"><![CDATA[psicología educacional]]></kwd>
<kwd lng="es"><![CDATA[psicología histórico-cultural]]></kwd>
<kwd lng="es"><![CDATA[defectología]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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</article>
