MEDIAÇÃO ENTRE PARES

formação de conceitos matemáticos por crianças com dificuldades de aprendizagem

Abstract

The research aimed at understanding the process of forming concepts performed through mediation by a child who had no learning difficulties in relation to each other with difficult mathematical learning. Occurred during one year in a class of 3rd year of primary school, with a couple of children, male aged eight, chosen in conjunction with the teacher conductor. The methodological approach was qualitative (LÜDKE & ANDRÉ, 1986) and analytic case study (YIN, 2001). The results show the evolutionary moments characterized by a discontinuity, interdependence and empowerment, revealing a gradual independizaçãobetween pairs denoting visible conceptual advance child with learning difficulties and ratifying the processes of mediation as capital for formation of mathematical concepts.