METODOLOGIAS PARA O ENSINO DAS QUATRO OPERAÇÕES MATEMÁTICAS: reflexões sobre as práticas com deficientes intelectuais

Abstract

Inclusive Education can be approached and carried out through different strategies, thus the present work was carried out intertwining Mathematics with Special Education modality, in an inclusive Education perspective. In this sense, the research aimed to analyze the contributions of teaching methodologies used by elementary school Mathematics teachers (6th grade) for learning the four basic math operations among students with intellectual disabilities. The choice of theme arose from the need to understand the process of teaching and learning Mathematics among students with intellectual disabilities. The theoretical contribution of the work had authors such as Vygotsky (1997), Rosita Carvalho (2005), Marta Gil (2006), Mantoan (2003) e Maximiliano Menegola (1989) who are references in the themes of didactics, disability and Inclusive Education. A semi-structured interview was used for data collection, which was carried out in two schools with the participation of two mathematics teachers, aiming at their contributions and difficulties regarding the problem. From the collaborators' responses, categories emerged that were the basis of the analyses. As a result of the research, we found the challenges and methodological attributions experienced by mathematics teachers in their teaching practices in the teaching and learning process of students with intellectual disabilities. With this, we conclude that promoting Inclusive Education within Mathematics by addressing the four basic operations of mathematics requires different methodological strategies such as games, concrete subjects, recreational materials and workshops that enhance inclusion, the creation of an affective environment and thus promote autonomy in a way of the students involved.