Development of arithmetic thinking in a student with intellectual disabilities: an investigation using Tampimática

Abstract

Abstract: This paper presents an excerpt from a master's research in Science and Mathematics Education carried out with a student with intellectual disability from the Programa Nacional de Integração da Educação Profissional com a Educação Básica na Modalidade de Educação de Jovens e Adultos (Proeja). The objective was to analyze the development of the arithmetic thinking of a student with intellectual disabilities, particularly the appropriation of quantification and numerical representation, using Tampimática. It is an investigation based on the functional method of double stimulation developed by Vigotski, combined with the free observation discussed by Triviños. It discusses the potential of the person with intellectual disability according to the cognitive development, regarding the possibilities of emancipation of the subject in a dialogical perspective, developed from the mediation processes. It points out discussions about arithmetic thinking, characterizing the relationships between the construction of new signs through critical mathematical education, worked from an inclusive perspective. It contains observations and experiences lived in the pedagogical practice with Proeja, exploring Tampimática, when working with quantification and numerical representation. In this investigation, the contribution of mediation and social relations in the compensatory processes to overcome difficulties related to intellectual disability is highlighted. Regarding the student participating in this research, we consider that the auxiliary means, such as speech, gestures, written activities and objects, contributed to the compensation process for the development of arithmetic thinking. Thus, we discussed inclusive mathematical education as a way to overcome our difficulties and develop new potential, collaborating in the process of educational transformation.