Navegando por Autor "Yanaze, Leandro Key Higuchi"

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    Ensino de matemática para alunos com transtorno do espectro autista: contribuições do ambiente imersivo de realidade virtual
    (Universidade Estadual do Paraná, 2022-09-29) Silva, Israel Cândido da; Hummel, Eromi Izabel; Yanaze, Leandro Key Higuchi; https://lattes.cnpq.br/3243275619679099; https://lattes.cnpq.br/0729013084742634; https://lattes.cnpq.br/1095769127259139; Hummel, Eromi Izabel; https://lattes.cnpq.br/0729013084742634; Yanaze, Leandro Key Higuchi; https://lattes.cnpq.br/3243275619679099; Pedro, Ketilin Mayra; https://lattes.cnpq.br/0991868156805558; Cirino, Roseneide Maria Batista; https://lattes.cnpq.br/4251118936692913
    Systemic institutional evaluations have warned about the learning outcomes of mathematical concepts. When it comes to students with autistic spectrum disorder, their specificities may hinder schooling, requiring the teacher to use different strategies, methodologies and resources in order to offer the teaching of mathematics to these subjects. In this sense, it was sought to know the context of their learning of mathematics, given their potential and differentiated conditions of appropriation, as well as the possibility of using technologies that promote their learning, in order to present suggestions to support the teaching of these students, thus outlining the objective of the work, which is to identify how the immersive virtual reality environments favor the teaching and learning of mathematics for students with Autism Spectrum Disorder. To answer the study's objectives, a bibliographic, descriptive and field research was used with the application of a didactic and diagnostic experiment. In it, it was developed follow-up with a research participant in the spectrum, who presented peculiarities in the way of using multiplication, thus, applied an alternative method to perform this operation, with the purpose of visualizing the potentialities of the participant and elaborate learning challenges in attractive virtual reality that would meet his axis of interest. With the development and application of the educational product, it was possible to verify the benefits in the teaching and learning of mathematics, based on the customization in virtual reality of the resource to this participant. Thus, it is expected that the prototype generated as an educational product contributes to the development of inclusive pedagogical practices in the teaching and learning of mathematics content.