A educação inclusiva no ensino de Matemática em Corrente - PI

Abstract

The present research work focuses on inclusive education and mathematics teaching in the city of Corrente-PI, and the methodological path taken was a brief bibliographical review situating the main approaches involving this educational theme, being complemented with the research of With this new paradigm in the context of world education, it is healthy to foster, analyze and contextualize some aspects inherent to the teaching process, learning mathematics for children with special needs. Regarding the teaching of inclusive mathematics focused the practice of the teacher within the didactic and methodological fields offering to an analysis of the education system in relation to the Brazilian legislation, the formation and the practice of this professional, presenting them theoretical alternatives of knowledge this new perspective in the education setting. the providing alternatives and teaching strategies regarding the use of educational resources and materials to improve their work with this audience, improving mathematical logical reasoning and teaching based learning quality. Inclusive mathematical education starts from the awareness and awareness of “all” those involved in the process, as the interaction of theory and practice is indispensable for effective and meaningful pedagogical work, supported by teaching policies that prioritize a system inclusive in its entirety aiming at all kinds of knowledge and this is not peculiar only to mathematics but any kind of knowledge.