INSTITUTO DE MATEMÁTICA E TECNOLOGIA

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https://repositorio.ufcat.edu.br/handle/tede/4
O Instituto de Matemática e Tecnologia é atualmente composto por 04 (quatro) cursos de graduação: Engenharia Mecatrônica (Bacharelado), Matemática (Bacharelado), Matemática Industrial (Bacharelado), Matemática - EaD e 2 (dois) Programas de pós-graduação stricto sensu: Mestrado Profissional em Matemática e Mestrado em Modelagem e Otimização. Este Instituto compõem a estrutura da Universidade Federal de Catalão.

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Navegando INSTITUTO DE MATEMÁTICA E TECNOLOGIA por Assunto "Accessibility"

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    Modelagem matemática no processo de inclusão: uma conexão entre educação matemática e educação inclusiva
    (Universidade Federal de Goiás, 2021-03-05) Oliveira, Lucas Aparecido de Castro; Santos Júnior, Porfírio Azevedo dos; http://lattes.cnpq.br/5132806149453454; Santos Júnior, Porfírio Azevedo dos; Freitas, Thiago Porto de Almeida; Alves , Deive Barbosa
    This work reports the experience that was developed in classes of the 9th year of Elementary School II, in which we re-signify the reality of the school society, during the development of the Mathematical Modeling teaching methodology. From the difficulties of the wheelchair student mobility through the school space, the motivation to build an investigative process emerged, relating the content of Mathematics and accessibility at school, seeking to develop greater awareness regarding inclusion. In this sense, this work it aimed to investigate how much the teaching methodology Mathematical Modeling can contribute to the teaching-learning process, from the problem of accessibility of a wheelchair user in the school space. The research was carried out in line with the qualitative participant research, seeking to develop activities in the classroom through the teaching methodology Mathematical Modeling. For data collection and analysis we used the following instruments: researcher's diary; questionnaires; informal semi-structured interview; in addition photos and written records prepared by the students in carrying out the activities. In the moments with the classes, the following research activities were developed: introduction to the initial theme/problem; motivational video; conversation wheel (chat); identification and reflection on the initial problem; investigation and research to solve the initial problem; application of mathematical content; and construction and socialization of models of possible solutions. The lived experience went beyond what was expected, the contributions of the teaching methodology Mathematical Modeling encompassed the relationship between student and content, teacher-student and student-student, providing a cooperative work environment, engagement in the task of “learning to learn”, besides stimulating the perception of the issue of affectivity in the action of teaching and learning mathematics, and the videos were as a way to change the perception and engagement of students in research activities. The students were able to investigate and apply the mathematical content: geometric shapes; length measurements; proportion; similarity of triangle; Pythagorean theorem; percentage; elementary angles and operations. The research contributed to my education, providing a different look for students and the problems of society. It sowed a seed regarding inclusion in the school environment, showing the importance of awareness, especially, when people do not live or experience the difficulties of a person with a disability. And with the teaching methodology Mathematical Modeling applied in class, students showed better results than previous in two months. In this way, recommended this teaching methodology to professional colleagues, because despite all the work invested in the accomplishment, believed it is worthwhile.