UM OLHAR SOBRE O DESEMPENHO DE ALUNO PÚBLICO-ALVO DA EDUCAÇÃO ESPECIAL DIANTE DE CENÁRIOS PARA APRENDIZAGEM MATEMÁTICA, MEDIADOS POR AMBIENTE MUSICAL

Abstract

This article excerpt from a PhD thesis aimed to assess the performance of a Special Education target student in tasks that are part of inclusive scenarios for mathematical learning mediated by musical environment. The question that substantiates this study is: what changes related to the musical environment can be perceived in the participant's performance indicating improvement on the mathematical tasks in terms of attention and memory? Neuroscience based research on cognitive functions such as attention, memory, emotion, in addition to the musical environment and its use in the construction of inclusive scenarios for learning, underlie this investigation. This is a qualitativeresearch as it is based on the direct data collection from the source, with the researcher as the main collection agent. Learning scenarios mediated by the musical environment were built and connected tasks were performed at different times using written and oral records over seven months. The results revealed a significant shift in the amount of numerical information stored, initially with recognition of the numerical sequence one to ten, and ending up to thirty as a result of the experience with the planned tasks. Evidence about the improvement of the participant's attention and memory resulting from exposure to the musical environment was observed, corroborating recent research on its contribution and effects on cognitive performance.

Keywords: InclusiveEducation; Mathematics; Musical Environment; Attention; Memory; Learning Process.