Banca de DEFESA: DAVI NASCIMENTO SANTOS

Uma banca de DEFESA de MESTRADO foi cadastrada pelo programa.
STUDENT : DAVI NASCIMENTO SANTOS
DATE: 04/10/2023
TIME: 14:00
LOCAL: Virtual
TITLE:

Serious Game in Teaching Monetary Behavior to Younger with Autism and Intellectual Disabilities

PAGES: 53
BIG AREA: Ciências Humanas
AREA: Psicologia
SUBÁREA: Psicologia do Ensino e da Aprendizagem
SPECIALTY: Programação de Condições de Ensino
SUMMARY:

Ensuring learning in mathematics teaching is one of the biggest challenges in Brazilian education. Among the curricular components, there is the monetary behavior, essential to guarantee the autonomy and independence of young adults in independent life and in the community. With the increase in the number of enrollments in regular schools, strategies are sought to ensure the learning of students with Intellectual Disability (ID) and/or Autism Spectrum Disorder (ASD). The present work was organized into three studies and its general objective was to evaluate the teaching program of monetary behavior with young people with ID and/or ASD through a serious game. Study 1 had the specific objective of identifying studies in the literature that investigated the use of teaching strategies and the use of serious games to teach monetary behavior in students with ID and ASD. As a result, the effectiveness of stimulus equivalence in teaching monetary behavior and the need for experimental improvement in studies that investigated serious games for this purpose were evidenced. Study 2 aimed to operationalize a planning of mathematical tasks involving monetary behavior in a serious game, based on the network of relationships proposed in the stimulus equivalence paradigm. From the planning of the tasks through the network of relationships, establishing which relationships were taught and which were only evaluated without direct teaching, it was possible to systematize and present a sequence of tasks in an interactive format, through a teaching procedure containing social stories involving youth daily life. The game was structured in three blocks, one with bills, another with coins and another mixed with bills and coins. Study 3 aimed to verify whether the application of a serious game for the assessment and teaching of monetary behavior with young adults with ID and/or ASD would be sufficient to guarantee the learning of addition and subtraction, using bills and coins. In this way, the serious game was applied with seven participants with ID and/or ASD, aged between 13 and 23 years old, of both sexes, distributed in teaching or evaluation groups. The results allowed the validation of the serious game as an instrument for evaluating monetary behavior and showed that the resource was relevant to evaluate and teach the identification of bills and coins. However, the game still needs improvement aimed at teaching addition and subtraction. In general, this work demonstrated that teaching mediated by the use of technologies and strategies, such as serious games, can be considered a useful strategy for young people in the Mathematics discipline.

COMMITTEE MEMBERS:
Membro Titular - Examinador(a) Interno ao Programa - 1544379 - ANDERSON ORZARI RIBEIRO
Membro Titular - Examinador(a) Externo à Instituição - LIDIA MARIA POSTALLI
Presidente - Externo à Instituição - PRISCILA BENITEZ AFONSO
Membro Suplente - Examinador(a) Interno ao Programa - 2269065 - ROMULO GONCALVES LINS
Membro Suplente - Examinador(a) Externo à Instituição - NASSIM CHAMEL ELIAS