<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>2182-8474</journal-id>
<journal-title><![CDATA[Sisyphus - Journal of Education]]></journal-title>
<abbrev-journal-title><![CDATA[Sisyphus]]></abbrev-journal-title>
<issn>2182-8474</issn>
<publisher>
<publisher-name><![CDATA[Instituto de Educação da Universidade de Lisboa]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2182-84742023000100116</article-id>
<article-id pub-id-type="doi">10.25749/sis.27377</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Inclusão Cognitiva nos Campos Conceituais Aditivo e Multiplicativo de um Estudante Cego]]></article-title>
<article-title xml:lang="en"><![CDATA[Cognitive Inclusion in the Additive and Multiplicative Concept Fields of a Blind Student]]></article-title>
<article-title xml:lang="es"><![CDATA[Inclusión Cognitiva en el Campo Conceptual Aditivo e Multiplicativo de un Estudiante Ciego]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Hoffmann]]></surname>
<given-names><![CDATA[Luiza Ojeda]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Groenwald]]></surname>
<given-names><![CDATA[Claudia Lisete Oliveira]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Geller]]></surname>
<given-names><![CDATA[Marlise]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Luterana do Brasil Programa de Pós-graduação em Ensino de Ciências e Matemática ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Luterana do Brasil Programa de Pós-graduação em Ensino de Ciências e Matemática ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidade Luterana do Brasil Programa de Pós-graduação em Ensino de Ciências e Matemática ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>28</day>
<month>02</month>
<year>2023</year>
</pub-date>
<pub-date pub-type="epub">
<day>28</day>
<month>02</month>
<year>2023</year>
</pub-date>
<volume>10</volume>
<numero>3</numero>
<fpage>116</fpage>
<lpage>140</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://scielo.pt/scielo.php?script=sci_arttext&amp;pid=S2182-84742023000100116&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.pt/scielo.php?script=sci_abstract&amp;pid=S2182-84742023000100116&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.pt/scielo.php?script=sci_pdf&amp;pid=S2182-84742023000100116&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo A Matemática, como espaço para a inclusão social, promove a autonomia em situações do cotidiano com saberes que demandam a compreensão do conceito de número e operações (adição, subtração, multiplicação, divisão). Esse artigo apresenta um recorte de uma dissertação de mestrado cujo objetivo foi implementar uma sequência didática para o desenvolvimento dos Campos Conceituais das estruturas aditivas e multiplicativas nos Números Naturais para um estudante cego congênito. Com uma abordagem qualitativa, descreve-se intervenções pedagógicas ao longo de 3 semestres, identificando que o estudante compreendia o conceito de número e, ao longo do processo, passa a organizar os esquemas adequadamente para a solução de situações problemas envolvendo estruturas aditivas e multiplicativas. Como o estudante é cego, a representação de seus esquemas mentais é feita oralmente e/ou com material tátil. Infere-se que uma sequência didática pode contribuir com o processo de desenvolvimento de noções matemáticas, respeitando o ritmo de aprendizagem do estudante.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract Mathematics, as a space for social inclusion, promotes autonomy in everyday situations with knowledge that demands an understanding of the concept of numbers and operations (addition, subtraction, multiplication, and division). This article presents an excerpt from a master's thesis which aimed to implement a didactic sequence for the development of Conceptual Fields of additive and multiplicative structures in Natural Numbers for a congenitally blind student. With a qualitative approach, pedagogical interventions were described over three semesters, identifying that the student understood the concept of numbers. Then, throughout the process, the students commenced the proper organization of schemes to solve problem situations involving additive and multiplicative structures. Since the student is blind, his mental schemes are represented orally and/or with tactile material. It is inferred that a didactic sequence can contribute to the process of developing mathematical notions, respecting the student's learning pace.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen La matemática, como espacio de inclusión social, promueve la autonomía en situaciones cotidianas con conocimientos que demandan la comprensión del concepto de número y operaciones (suma, resta, multiplicación, división). Este artículo presenta un recorte de una tesis de maestría cuyo objetivo fue implementar una secuencia didáctica para el desarrollo dos Campos Conceptuales das estructuras aditivas y multiplicativas en Números Naturales para un estudiante con ceguera congénita. Con enfoque cualitativo, se describen intervenciones pedagógicas a lo largo de 3 semestres, identificando que el estudiante entendió el concepto de número y, a lo largo del proceso, comienza a organizar los esquemas adecuadamente para resolver situaciones problema que involucran estructuras aditivas y multiplicativas. Como el alumno es ciego, la representación de sus esquemas mentales se realiza de forma oral y/o con material táctil. Se infiere que una secuencia didáctica puede contribuir al proceso de desarrollo de las nociones matemáticas, respetando el ritmo de aprendizaje del alumno.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[campos conceituais aditivo e multiplicativo]]></kwd>
<kwd lng="pt"><![CDATA[inclusão cognitiva]]></kwd>
<kwd lng="pt"><![CDATA[matemática social]]></kwd>
<kwd lng="pt"><![CDATA[ensino fundamental]]></kwd>
<kwd lng="en"><![CDATA[additive and multiplicative conceptual fields]]></kwd>
<kwd lng="en"><![CDATA[cognitive inclusion]]></kwd>
<kwd lng="en"><![CDATA[social mathematics]]></kwd>
<kwd lng="en"><![CDATA[elementary school]]></kwd>
<kwd lng="es"><![CDATA[campos conceptuales aditivos y multiplicativos]]></kwd>
<kwd lng="es"><![CDATA[inclusión cognitiva]]></kwd>
<kwd lng="es"><![CDATA[matemáticas sociales]]></kwd>
<kwd lng="es"><![CDATA[enseñanza fundamental]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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