Síndrome de Down e aprendizagem matemática

Abstract

Reflection and discussion on the issue of teaching and learning mathematics for people with Down Syndrome is urgent and extremely important. According to census data (2010), there are about 300,000 people with this syndrome, but only 90 are enrolled in higher education. The work will show the importance of including students with Down syndrome in schools, analyzing what and how it has been done in a bibliographical analysis of the last decade on the inclusion of people with Down syndrome and mathematics teaching. The results point to better qualification and teacher training where the teacher promotes a more equitable and inclusive education in articulation with families and other partnerships, having concrete materials as relevant in addition to Vygotsky sociointeractionism as fundamental for learning