Possibilidades para a formação docente e o ensino da Matemática: um estudo da literatura sobre o contexto inclusivo

Abstract

This work presents a qualitative analysis of inclusive practices in Mathematics Education; using inspiration from textual analyses. The corpus consisted of 28 articles which, after data refinement, remained 23 study articles. In addition, ENEM annals on the importance of difference, inclusion and Mathematics Education were also used. The analysis of the journals considered shows that there is little research on inclusion in Mathematics classes. In addition, investigations are mainly focused on the learning of students with special educational needs and almost nothing has been published about teaching in these contexts, as was the case with the subjects on Dyscalculia and Visual Impairment and in the studies of the ENEM annals we saw deficiency in the subject High Skills / Giftedness. The results showed that the use of different pedagogical resources, especially concrete experiments, proved to be facilitators in the teaching and learning processes. It is concluded that Inclusive Mathematics Education in Brazil is a recent line of research, which requires a greater amount of investigation so that some knowledge about this field can be useful for improving the teaching and learning of Mathematics in inclusive classrooms. and teacher training.