GeoGebra na introdução de funções afim: uma experiência inclusiva com surdo e ouvintes do 9º ano do ensino fundamental

Resumo

This qualitative study aims to examine, from the perspective of Historical-Cultural Theory, GeoGebra as a possible inclusive mediating resource in the teaching and learning process of Linear Functions for a group of four ninth-grade middle school students, one deaf and three hearing. In this study, the GeoGebra software is considered a mediating didactic resource in the introduction of the mathematical topic. It is known that the inclusion of deaf students in Mathematics education still represents a challenge for teaching practice, especially with regard to working with abstract concepts and communicating these concepts in the classroom. In this context, the use of digital technologies, such as GeoGebra, may constitute an inclusive pedagogical alternative also allows for the exploration of visual aspects and the promotion of learning for these students. Thus, based on a systematic and narrative literature review, this study presents a theoretical discussion on software mediation and its contributions to the investigation. In addition, through teaching sessions, that is, the implementation of a sequence of meetings with the students, we sought to understand how they participate and act, as well as to identify, through action research, the interactions between the researcher (teacher-researcher) and the students, recording observations and reflections in a logbook through written records. For data analysis, the Discursive Textual Analysis technique was employed, which allows the researcher to engage in a process of interpretation and argumentation involving an in-depth and aesthetic perspective on the investigated reality. The results were organized into three categories: Digital technologies as a cultural product: adolescents’ experiences, which revealed students’ familiarity and engagement with GeoGebra as an expression of digital culture; Potentialities of GeoGebra in the mathematics learning process, which evidenced advances in the zone of proximal development and the internalization of concepts mediated by the articulation between the software and teaching action; and Thinking Mathematics education for all: reflections from an experience with GeoGebra, which highlighted the role of the Brazilian Sign Language (Libras) interpreter and peer mediation in the construction of an inclusive environment characterized by welcoming practices, collaboration, and the appreciation of students’ singularities. Although the software alone does not guarantee learning, we conclude that when intentionally integrated into planning and mediated teaching practices, it becomes an ally in the Mathematics teaching process. It is expected that the results may foster inclusive pedagogical practices and potentially influence public policies aimed at teacher education regarding the incorporation of digital resources from an inclusive perspective, in which access to mathematical knowledge and learning is ensured for all students.

Dados da obra

Tipo

Dissertação (mestrado)

Instituição

UNIOESTE

Programa

Programa de Pós-Graduação em Ensino

Ano

2025

Defesa

15/12/2025

Idioma

pt

Palavras-chave

ENSINO-APRENDIZAGEM::TECNOLOGIA EDUCACIONAL; Mathematics education; Teaching; Learning; Teaching practice; Technological mediation; Inclusion; Educación matemática; Enseñanza; Aprendizaje; Práctica docente; Mediación tecnológica; Educação matemática; Ensino; Aprendizagem; Prática docente; Mediação tecnológica; Inclusão

Temas

Acessibilidade, Formação de Professores de Matemática, Inclusão, Práticas Pedagógicas, Tecnologias Digitais

Handle

https://tede.unioeste.br/handle/tede/8311

Acesso

Texto completo na fonte

Fontes

BDTD/IBICT

Na Biblioteca desde

27/09/2026 · verificada em 27/09/2026