scholarly journals Um Estudo Sobre Interpretações e Representações de Números Racionais em uma Escola Pública de Educação de Surdos em Santa Maria/RS

2021 ◽  
Vol 14 (2) ◽  
pp. 229-240
Author(s):  
Tainara Da Silva Guimarães ◽  
Rita de Cássia Pistóia Mariani
Keyword(s):  
High School ◽  
Dimensional Space ◽  
Deaf Education ◽  
Rational Numbers ◽  
First Year ◽  
Deaf Students ◽  
Mathematical Concepts ◽  
Iconic Representation ◽  
Santa Maria

ResumoO presente trabalho parte da seguinte questão: quais entendimentos são mobilizados por estudantes surdxs em tarefas sobre números racionais utilizando o material manipulável tangram? Diante disso, tem-se por objetivo analisar registros de representação semiótica mobilizados por estudantes surdxs do 1º ano do Ensino Médio, em uma escola estadual bilíngue de Santa Maria/RS, considerando uma sequência de tarefas envolvendo números racionais nas interpretações parte-todo, medida e operador. Para tanto, caracteriza-se como uma pesquisa qualitativa na forma de um estudo de caso com produção de dados orientada pelos princípios da análise de conteúdo. Nessa perspectiva constitui-se quatro categorias: parte-todo, equivalência, medida e operador. Quanto a parte-todo constata-se que a partir da conversão da representação figural icônica para numérica fracionária, sua compreensão deu-se principalmente. Na equivalência de números racionais verifica-se a relevância de tratamentos figurais na representação icônica, por meio da mobilização de registros das peças do tangram. Em relação a medida conclui-se que houve compreensão no espaço unidimensional, ao identificar os números racionais correspondentes aos valores das áreas abordadas como a distância de um certo ponto até a origem na reta numérica, e no espaço bidimensional, a partir da medida da área de figuras. No operador, observa-se reduções de áreas de figuras geométricas quadradas, evidenciando tratamentos figurais na representação icônica. Por fim, destaca-se ampliação do repertório linguístico dxs estudantes referentes aos conceitos/conteúdos matemáticos, tendo em vista a convenções de sinais institucionalizados durante a dinamização da sequência. Palavras-chave: Educação de Surdos. Ensino Médio. Tangram. Parte-Todo. Medida. Operador. AbstractThe present paper starts from the following question: what understandings are mobilized by deaf students in tasks about rational numbers using the manipulable tangram material? Therefore, the objective is to analyze semiotic representation records mobilized by deaf students of the first year of high school, in a bilingual state school in Santa Maria/RS, considering a sequence of tasks involving rational numbers in the interpretations part-whole, measure and operator. For this purpose, it is characterized as a qualitative research in the form of a case study with data production guided by the principles of content analysis. From this perspective, four categories are constituted: part-whole, equivalence, measure and operator. As for the whole-part it is found that from the conversion of the iconic figural representation to fractional numerical, its understanding took place mainly. In the equivalence of rational numbers, the relevance of figurative treatments in iconic representation is verified through the mobilization of records of tangram pieces. With respect the measurement, it can be concluded that there was understanding in one-dimensional space, by identifying the rational numbers corresponding to the values of the approached areas as the distance from a certain point to the origin in the numerical line, and in two-dimensional space, from the measurement of the area of figures. In the operator, there are reductions in areas of square geometric figures, showing figurative treatments in the iconic representation. Finally, we highlight the expansion of the linguistic repertoire of students referring to mathematical concepts/contents, in view of the conventions of institutionalized signals during the dynamization of the sequence. Keywords: Deaf Education. High School. Tangram. Part Whole. Measure. Operator.

Making the Case for Case Studies in Deaf Education Research

2017 ◽  
Author(s):  
Charlotte Enns
Keyword(s):  
Case Studies ◽  
Case Study Research ◽  
Deaf Education ◽  
Deaf Students ◽  
Deficit Model ◽  
Strength Based ◽  
Study Case ◽  
Research Questions ◽  
Definition Of

When done well, case studies can provide rigorous and powerful evidence. This chapter provides a definition of case studies and outlines the process of conducting case study research in five stages: (1) determining the research questions, (2) designing the study (case selection and preparation), (3) collecting the data, (4) analyzing the data, and (5) reporting on the findings. In addition, the ways that case studies are uniquely suited to addressing particular questions in the field of deaf education are addressed. The contributions and benefits of conducting case studies to promote strength-based perspectives rather than deficit-model views of deaf students are highlighted throughout the chapter.

scholarly journals A LÍNGUA BRASILEIRA DE SINAIS E OS DESAFIOS NO ENSINO DE GEOGRAFIA / THE BRAZILIAN LANGUAGE OF SIGNALS AND THE CHALLENGES IN THE TEACH OF GEOGRAPHY

2019 ◽  
Vol 4 (2) ◽  
pp. 185
Author(s):  
Tuane Telles Rodrigues ◽  
Matheus Fernando Keppel ◽  
Wilson De Oliveira Miranda
Keyword(s):  
High School ◽  
Teaching Practice ◽  
First Year ◽  
State School ◽  
Pedagogical Workshop ◽  
Geography Teaching ◽  
National Consensus ◽  
Brazilian Sign Language ◽  
The City ◽  
Santa Maria

O ensino no Brasil vem sofrendo grandes transformações, oportunizadas pelas frequentes discussões que buscam aprimorar a prática docente e o aprendizado discente de forma humanizadora e democrática. Este texto busca mostrar a complexidade que a tradução do ensino de Geografia possui, principalmente em razão das divergências na criação de sinais para representar os mesmos conteúdos, uma vez que a estrutura da Língua Brasileira de Sinais não possui um consenso nacional frente às especificidades de seu público-alvo. O método empregado teve como base a observação das aulas de Geografia de alunos surdos e deficientes auditivos da Escola Estadual de Educação Especial Dr. Reinaldo Fernando Cóser, localizada no município de Santa Maria/RS, e a aplicação de uma oficina pedagógica que objetivou a alfabetização cartográfica de alunos do sexto ano do ensino fundamental até o primeiro ano do ensino médio. Como resultado, discutimos conteúdos cartográficos que mais trouxeram dificuldades de tradução, e refletimos sobre a necessidade de definir um consenso nacional para a prática didática, principalmente pela existência de regionalismos com implicações linguísticas relevantes que alteram conceitualmente os conteúdos, de forma que os professores possam utilizar os sinais de forma segura e compreensível em qualquer lugar do país.ABSTRACTThe teaching in Brazil has been undergoing great transformations, opportunized by the frequent discussions that seek to improve teaching practice and student learning in a humanizing and democratic way. This text seeks to show the complexity that the translation of Geography teaching has, mainly due to the differences in the creation of signals to represent the same contents, since the structure of the Brazilian Sign Language does not have a national consensus regarding the specificities of its target Audience. The method used was based on the observation of the Geography classes of deaf and hearing impaired students of the State School of Special Education Dr. Reinaldo Fernando Cóser, located in the city of Santa Maria / RS, and the application of a pedagogical workshop that aimed at literacy cartographic study of students from the sixth year of elementary school to the first year of high school. As a result, we discuss cartographic contents that have brought more difficulties for translation, and we reflect on the need to define a national consensus for didactic practice, mainly by the existence of regionalisms with relevant linguistic implications that conceptually alter the contents, so that teachers can use the signals in a safe way and understandable anywhere in the country.Keywords: Geography Teaching; School Cartography; Libras.

scholarly journals Animated Case Study Videos: A Creative Approach for Exploring Health in the High School to College Transition

2019 ◽  
Vol 21 (1) ◽  
pp. 16-19
Author(s):  
Elizabeth G. Traxler ◽  
Amy L. Morgan ◽  
Jessica E. Kiss ◽  
Mary-Jon Ludy
Keyword(s):  
High School ◽  
Peer Group ◽  
First Year ◽  
State University ◽  
Physical And Mental Health ◽  
Qualitative Feedback ◽  
High School To College ◽  
Interactive Classroom ◽  
First Year University

While the college years present an ideal time for chronic disease prevention, students often do not seek services or perceive themselves to be at health risk. Researchers at Bowling Green State University have been exploring the health patterns of first-year university students for several years, initially as a health-based research study (August 2012 to May 2016) and currently through a first-year seminar course for students transitioning from high school to college (August 2016 to present). This article describes the evolution of data sharing techniques from passively presented paper feedback sheets (focusing on individual health assessments) to highly interactive classroom discussions stemming from viewings of animated case study videos (designed based on whole group themes). Qualitative feedback from students and faculty has been positive, suggesting that animated case study videos are an effective strategy for engaging students in critical thinking about physical and mental health concerns affecting their peer group. Practical recommendations for using animated case studies in diverse educational settings are provided.

scholarly journals O ENSINO DE GEOGRAFIA NA EDUCAÇÃO DE SURDOS: estudo de caso no Instituto Cearense de Educação de Surdos - ICES

2019 ◽  
Vol 9 (17) ◽  
pp. 232-255
Author(s):  
Ana Karolina de Oliveira Sousa ◽  
Alexandra Maria De Oliveira
Keyword(s):  
Daily Life ◽  
Deaf Education ◽  
Deaf Culture ◽  
Structured Interviews ◽  
School Subject ◽  
Deaf Students ◽  
Geographical Knowledge ◽  
Participatory Observation

O ensino de Geografia na contemporaneidade tem procurado refletir sobre o papel da disciplina escolar em diversos contextos socioeducacionais. Ao pensar na educação de surdos, vemos que a realidade é mais complexa porque a surdez deixou de ser doença para ser o singular. No sentido de contribuir para os estudos sobre o ensino de Geografia na educação de surdos, a pesquisa, ocorrida no ano de 2014, teve como objetivo relatar de forma crítica a experiência desenvolvida no Estágio Supervisionado II com a educação de surdos e o trabalho com o ensino de geografia. O estudo de caso contou com estágio de vivência, observação participativa, entrevistas semiestruturadas e atividades em parceria com o professor. A partir da compreensão das necessidades das turmas, houve um trabalho de intervenção na sala de aula, com a aplicação do jogo “Geografia: imagens e conceitos”, visando contribuir com a dinâmica na construção dos conhecimentos geográficos presentes nos livros didáticos e no cotidiano dos alunos. No processo, ficou constatado que os alunos surdos do Instituto Cearense de Educação de Surdos (ICES) dialogam com a Geografia escolar com base na análise de imagens, na Língua Brasileira de Sinais (Libras) e na cultura surda, e que a utilização de jogos pedagógicos pode dinamizar positivamente as aulas de Geografia.PALAVRAS-CHAVEEducação de Surdos, Ensino de Geografia, Ceará.THE TEACHING OF GEOGRAPHY IN DEAF EDUCATION: a case study in the Cearense of Deaf Education - ICESABSTRACTThe teaching of Geography in the contemporaneity has sought to reflect on the role of this school subject in various socio-educational contexts. When thinking about deaf education, the reality is more complex because deafness is no longer an illness, but the singular. In order to contribute to the studies about the teaching of Geography in deaf education, the research, carried out in 2014, aimed to report critically the experience developed in the II Supervised Internship with deaf education and the work with the teaching of geography. The case study addressed a stage of experience, participatory observation, semi-structured interviews and activities in partnership with the teacher. From the understanding of the groups of students' needs, there was a work of intervention in the classroom, with the application of the game "Geography: images and concepts", aiming to contribute with the dynamics in the construction of the geographical knowledge present in the textbooks and the daily life of the students. In the process, it was verified that deaf students of the Cearense Institute of Deaf Education (ICES) dialog with the school Geography based on the analysis of images, the Brazilian Language of Signs (Libras) and the deaf culture, as well as that the use of games can positively stimulate Geography classes.KEYWORDSDeaf Education, Teaching of Geography, Ceará.ISSN: 2236-3904REVISTA BRASILEIRA DE EDUCAÇÃO EM GEOGRAFIA - RBEGwww.revistaedugeo.com.br - [email protected]

scholarly journals Tecnologia Assistiva no processo de ensino-aprendizagem de Surdos

2020 ◽  
Vol 1 (50) ◽  
pp. 23
Author(s):  
Queila Pahim da Silva ◽  
Núbia Flávia Oliveira Mendes ◽  
Sylvana Karla da Silva de Lemos Santos
Keyword(s):  
Social Media ◽  
Assistive Technology ◽  
Sign Language ◽  
Educational Institution ◽  
Deaf Education ◽  
Technological Education ◽  
Deaf Students

This article aims to identify the importance of Assistive Technology in Deaf Education in an educational institution of the Federal Network of Vocational and Technological Education. This is a case study, with bibliographic research and interview with the application of a questionnaire to four sectors of the institution: management, teaching, deaf students and one Sign Language Translator/Interpreter. The results indicate that, despite the diffusion and popularization of social media, there are differences in the respondents’ understanding of Assistive Technology (AT), which reflects the lack of effectiveness between what management perceives to be done in favor of Deaf students through the use of AT, what the teacher believes he is doing for these students and what the sign language translator and interpreter and Deaf students experience in the classroom.

scholarly journals Persepsi Siswa SMA Selama Pembelajaran Daring Saat Pandemi Covid-19

Koneksi ◽  
2021 ◽  
Vol 5 (1) ◽  
pp. 120
Author(s):  
Anastasia Br Sembiring ◽  
Roswita Oktavianti
Keyword(s):  
High School ◽  
Online Learning ◽  
High School Students ◽  
Learning System ◽  
Educational Institutions ◽  
Case Study Method ◽  
School Students ◽  
Huge Impact ◽  
Santa Maria

The Coronavirus Disease (Covid-19) pandemic has a huge impact in every aspects of people's lives. One of the aspects is education. Currently, educational institutions are implementing online learning.  This research is about the issue of high school students' perception about online learning during the Covid-19 Pandemic. This research uses qualitative research with a case study method. The techniques used for data collection is interview. The  subjects of this research are students of SMA Santa Maria Medan based on their grade level. In this research, the researcher conduct an interview. The results showed that students of SMA Santa Maria Medan experienced difficulties during online learning. The difficulties faced is that high school students are required to independently understand the lessons that have been explained by the teacher, besides that unstable network is also considered as one of the factors that creates misunderstanding (miss communication) of the meaning received by students.  Students also find it so hard to interact with other students during online learning and students are not feeling motivated because the teacher learning system only provides material and assignments that absolutely makes students tired and bored of learning.Pandemi Coronavirus Disease (Covid-19) menyebabkan dampak yang begitu besar bagi seluruh aspek kehidupan masyarakat salah satunya pendidikan. Pemerintah menerapkan aturan pembelajaran jarak jauh secara dalam jaringan (daring) pada seluruh sekolah untuk mencegah penyebaran virus corona. Pembelajaran daring ini membentuk persepsi yang berbeda bagi setiap peserta didik. Persepsi adalah kemampuan otak dalam menerjemahkan stimulus atau proses untuk menerjemahkan stimulus yang masuk ke dalam alat indera manusia. Penelitian ini mengangkat persoalan mengenai persepsi siswa SMA selama pembelajaran daring saat pandemi Covid-19. Penelitian ini menggunakan pendekatan kualitatif dengan metode studi kasus. Studi kasus penelitian ini dilaksanakan di SMA Santa Maria Medan. Pengumpulan data menggunakan teknik wawancara. Subyek penelitian adalah siswa SMA Santa Maria Medan. Objek penelitian adalah persepsi siswa SMA selama pembelajaran daring saat pandemi Covid-19. Wawancara dilaksanakan melalui konferensi video. Hasil penelitian menunjukkan bahwa persepsi siswa SMA selama pembelajaran daring saat Pandemi Covid-19 adalah bahwa pembelajaran daring yang dilaksanakan selama pandemi tidak efektif. Siswa SMA dituntut untuk mandiri memahami pelajaran yang telah dijelaskan oleh guru. Selain itu, masalah jaringan menjadi faktor utama dalam kesalahpahaman makna yang diterima oleh siswa. Siswa juga jarang berinteraksi dengan siswa lainnya selama pembelajaran daring. Siswa merasa tidak memiliki motivasi karena sistem pembelajaran di mana guru hanya memberikan materi dan tugas yang membuat siswa jenuh.

scholarly journals CÁLCULO NO ENSINO MÉDIO: UMA ABORDAGEM POSSÍVEL E NECESSÁRIA COM AUXÍLIO DO SOFTWARE GEOGEBRA

2015 ◽  
Vol 37 ◽  
pp. 156
Author(s):  
Jaqueline Molon ◽  
Edson Sidney Figueireo
Keyword(s):  
High School ◽  
Teaching And Learning ◽  
Average Rate ◽  
Rate Of Change ◽  
Quadratic Functions ◽  
First Year ◽  
Integral Calculus ◽  
National Network ◽  
Positive Functions ◽  
Santa Maria

http://dx.doi.org/10.5902/2179460X14523This article is the result of the dissertation of the Professional Masters in Mathematics in National Network, held in March 2013 at the Federal University of Santa Maria (UFSM). The work aimed to verify the possibility of inclusion in high school, the intuitive ideas of the Differential and Integral Calculus: limits of a function, the average rate of change, instantaneous variation and calculation of areas under the graph of positive functions, limited the x-axis and vertical lines, or even between positive functions in a particular area of the same range. To facilitate the understanding of these ideas, activities were developed using the Software GeoGebra as support learning tool. The activities were applied to an experimental group of students from the first year of High School, combined with the study of quadratic functions. It was found that you can open the horizons within the teaching and learning of mathematics in high school, to the intuitive ideas of calculus. In this work, the objectives of this research will be presented, some proposed activities and the results achieved, and propose developments to deepen and apply the issues discussed here.

scholarly journals Project-based learning in the classroom: a case study at High school level

Aula Abierta ◽  
2020 ◽  
Vol 49 (4) ◽  
pp. 429-438
Author(s):  
Verónica Basilotta Gómez-Pablos ◽  
Eva María Torrecilla Sánchez ◽  
Ana García-Valcárcel Muñoz-Repiso ◽  
Azucena Hernández Martín
Keyword(s):  
High School ◽  
High School Students ◽  
Structured Interview ◽  
Project Based Learning ◽  
School Level ◽  
First Year ◽  
High School Level ◽  
School Students ◽  
Qualitative And Quantitative

This research presents the results of a case study that analyses the Solidarity Atocha project, which was implemented at a school in Madrid, Spain, and in which 114 first-year High school students participated. The main objective of this study is to analyse the experience of students that participated in the Solidarity Atocha project and to understand how they evaluated it and how satisfied they were with it. The method applied in this case study is a mixed one that used both qualitative and quantitative techniques. A semantic differential and a semi-structured interview were used to collect data. In general, the results obtained reveal a very positive evaluation from the students, mainly in terms of teamwork and the use of digital tools. However, they encountered some difficulties with regard to the time spent on the project and to guidance provided as they worked on it. Inferential analyses show significant differences between the team groups.

Reading with Students who are Deaf or Hard of Hearing

1997 ◽  
Vol 16 (2) ◽  
pp. 10-15
Author(s):  
Barbara Luetke-Stahlman ◽  
P. Lynn Hayes
Keyword(s):  
High School ◽  
Hard Of Hearing ◽  
Deaf Education ◽  
Fourth Grade ◽  
Reading Level ◽  
Review Of The Literature ◽  
Deaf Students ◽  
High School Reading ◽  
Grade Reading Level

Most students who are deaf or hard of hearing (S-D/HH) do not read proficiently (Karchmer, Milone, & Work, 1979; Allen, 1996). Although there has been some improvement in deaf students' achievement in reading (Holt, Traxler, & Allen, 1992), students continue to leave high school reading on a third to fourth grade reading level. A review of the literature in deaf education and related fields resulted in a rationale and description of ten essential practices when adults read to S-D/HH. These practices are briefly reviewed in this paper and examples provided. In addition, information on “when students read to adults” is included.

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