A inclusão escolar no ensino de matemática e o papel das tecnologias assistidas

Abstract

The resistance, limitations and barriers found by teachers to teach mathematics to people with disabilities, giftedness and high abilities is due to several factors. The lack of assistive technologies is one of them. The general objective of this study will be to discuss the assistive technologies used in mathematics teaching and the possibilities that these present to facilitate teaching and learning in order to make school inclusion viable. The qualitative bibliographical study intends to map th e assistive technologies used in mathematics teaching, structuring a study that guides and contributes to the promotion of the inclusion of students with disabilities, high abilities and giftedness in regular classes. As theoretical support we used the stu dies of Sassaki (2007), Mantoan (2004), Vigotsky (1989), Giroto (2012), Bersch (2007), Galvão Filho (2009), Silva (2014), Moreira (2012), Oliveira (2006), Technical Assistance Committee (2007), among others. And for these ATs to contribute positively to th e construction of students' learning, there must also be an improvement and adjustments in school environments, support from both teachers and other professionals at the institution, in addition.