Ensino de matemática para alunos com deficiência intelectual: uma abordagem acerca dos desafios enfrentados por professores de Cocal - PI

Abstract

According to the Diagnostic and Statistical Manual of Mental Disorders, 5th edition - DSM-5 - (2014), individuals with Intellectual Disabilities (ID) have deficits in mental skills that are determinant for the understanding of mathematical concepts, such as reasoning, solution of problems, planning, abstract thinking and learning from experience. It is known how challenging it can be for teachers to encourage thelearning of mathematics for students who do not have any physical or cognitive limitations, and even more so, this challenge tends to be greater when it comes to students with ID. This research aimed to understand the challenges faced by public school educators in Cocal – PI in teaching mathematics to students with ID. To this end, a questionnaire was applied, through the tool "Google Forms", to mathematics teachers in the public network of Cocal - PI. It was found that the main difficulties of teachers when teaching ID students are linked to overcrowding in the classrooms, lack of teaching support materials, little family participation and, mainly, lack of training. Such obstacles point to the urgency of actions both with regard to public policies aimed specifically at the inclusion of these students, as well as initiatives by the institutions themselves to encourage the qualification of their students. The results obtained in this research corroborate the little bibliography currently found on this thematic axis, reinforcing the need for qualified teachers to act in the process of “numeralization” of students with ID in the regular school system