Banca de QUALIFICAÇÃO: DAVI NASCIMENTO SANTOS

Uma banca de QUALIFICAÇÃO de MESTRADO foi cadastrada pelo programa.
DISCENTE : DAVI NASCIMENTO SANTOS
DATA : 02/06/2022
HORA: 14:00
LOCAL: Virtual
TÍTULO:

Serious Play in Teaching Monetary Behavior to Students with Autism and Intellectual Disabilities

PÁGINAS: 73
GRANDE ÁREA: Ciências Humanas
ÁREA: Psicologia
SUBÁREA: Psicologia do Ensino e da Aprendizagem
ESPECIALIDADE: Programação de Condições de Ensino
RESUMO:

Ensuring learning in mathematics teaching is one of the biggest challenges in Brazilian education. Among the contents covered, there is monetary behavior, essential to guarantee the autonomy and independence of young adults in community life. With the increase in the number of enrollments in regular schools, strategies are sought to ensure the learning of students with Intellectual Disabilities (ID) and/or Autism Spectrum Disorder (ASD). A literature search was carried out to identify studies that investigated the use of teaching strategies and the use of serious games to teach monetary behavior in students with ID and/or ASD. As a result, it was found an absence of participants with ASD and a need for studies with experimental improvement. The present study aims to verify if the remote application of a serious game for the assessment and teaching of monetary behavior with young adults with ID and/or ASD is sufficient to ensure the learning of addition and subtraction, using banknotes and coins. Game levels were formulated based on everyday situations, with experimental tasks structured as missions, according to the network of stimulus and response relationships involved in monetary behavior. A baseline and input repertoire characterization tests were applied prior to the application of the game to validate the student's learning progress and verify the formation of classes of equivalent stimuli. The initial analysis of the data made it possible to identify the relationships that need learning, as well as the absence of the addition and subtraction relationship between the participants. Data collection and analysis is ongoing. It is expected from this research to demonstrate that teaching mediated by the use of technologies and strategies, such as serious games, can serve as a pedagogical strategy in educational inclusion, respecting the individuality and learning pace of young adults with ID and/or TEA.

MEMBROS DA BANCA:
Presidente - Interno ao Programa - 1305717 - PRISCILA BENITEZ AFONSO
Membro Titular - Examinador(a) Interno ao Programa - 3204646 - MARA SILVIA PASIAN
Membro Titular - Examinador(a) Externo à Instituição - LIDIA MARIA POSTALLI
Membro Suplente - Examinador(a) Interno ao Programa - 1544379 - ANDERSON ORZARI RIBEIRO
Membro Suplente - Examinador(a) Externo à Instituição - NASSIM CHAMEL ELIAS