O uso de materiais concretos no ensino de triângulos para uma aluna surda do primeiro ano do ensino médio em aulas remotas

Abstract

Elementary school students with hearing impairment leave special schools and enter high school in inclusive schools where the difficulties increase significantly, since the teacher, often without the help of a sign language interpreter, needs to share attention with the regular students and deaf students and these students, now in high school, face great difficulty in following the mathematics content, which generates discouragement and antipathy of this student with the discipline. In addition to these factors, remote classes, due to the current scenario, add another aggravating factor to the education of deaf students, since these students, if they are following remote classes, need special monitoring from teachers, interpreters and family members. . Therefore, this research aims to investigate the difficulties of learning geometric concepts in relation to the study of triangles, of 01 deaf high school student from a public school of the state network, in non-presential teaching through the use of concrete materials. To this end, a teaching methodology was developed in partnership with a LIBRAS interpreter that was applied to 01 deaf high school student of a public state school in the north of the city of Manaus, whose character is notable for the use of concrete materials in remote classes using technologies available for non-presential teaching for the construction and visualization of the geometric elements of the triangle, such as: sides, angles and classification of triangles.