O Raciocínio Funcional de um Aluno do Ensino Fundamental com Síndrome de Down

Abstract

This article is an investigation into the functional reasoning of a student with Down's Syndrome (DS), who attends elementary school in Ilhéus-BA. The study aims to investigate the elements of functional reasoning presented by this student when dealing with situations of patterns in sequence, as well as identifying the circumstances in which and how it is presented. This is an exploratory study that used the Piagetian clinical method to collect data. Activities with increasing and repetitive sequences of two to three elements were used in three environments: Paper & Pencil, Manipulative Material and Body Movement. Among the results found, we highlight the presence of functional reasoning when the student dealt with sequence activities with two elements, both in repetitive and increasing sequences and in the following contexts: MC and MM.