CONTRIBUTIONS OF THE PLANNED FORMATION THEORY OF THE MENTAL ACTIONS TO THE APPROPRIATION OF THE NUMBER CONCEPT BY A DOWN SYNDROME STUDENT

Abstract

The guarantee of learning for people with disabilities has been a constant challenge in the process of promoting the school and social inclusion of these students. Considering literacy in its broad and cultural approach, mathematical literacy was the main focus of this research. This article presents the results of a single case study on the appropriation of the concept of decimal numbering system by a child with Down syndrome, from the perspective of the Theory of Planned Formation of Mental Actions and Concepts. The Theory of Planned Formation of Mental Actions and Concepts was developed by soviet psychologist Piotr Yakovlevich Galperin, observing historical-cultural psychology. To develop the research, we used the game "Ganha 100 Primeiro", proposed by notebook three of the National Literacy Program in the Right Age - Programa Nacional de Alfabetização na Idade Certa (PNAIC), exploring manipulative materials. Also included was the participation of two typical development colleagues of the class, each at different times. The potentialities of the subject with Down syndrome were considered. The potential of peer learning and the beneficial effect exerted by the presence of colleagues on the motivation of the student with Down syndrome were verified, mobilizing him to participate in the game.