Mathematics teaching and the inclusive education: the research carried out in the period 2010-2017 in focus
DOI:
https://doi.org/10.36311/2358-8845.2018.v5n2.12.p161Keywords:
Learning, Diversity, Inclusive MathematicsAbstract
The present work presents a reflection on the teaching of Mathematics mediated by the use of teaching and learning methodology that aim at inclusion in regular education and its contribution to the reception of school diversity. This study revealed that inclusive practice is closely linked to the teacher’s continuing education and pedagogical practice. In order to do so, we studied 12 articles found in national journals, which included the words Inclusive Mathematics Education and / or mathematics teacher in the period between January 2010 and May 2017. It was verified from the analysis of these articles that pedagogical mechanisms contribute to common learning, using differences as allies. Learning experiences in the classroom with the presence of students with disabilities have shown that they do not cause damage to the learning of these students or others, and contribute to the individual formation of the citizen who in a collaborative learning environment, learns and teaches simultaneously enriching the school environment.
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Qualis Capes (2017-2020)
Educação: B1