,Educação Matemática e inclusão escolar: um olhar sobre as perspectivas e necessidades o aluno com deficiência intelectual

Abstract

This work is aimed at addressing the educational development of a student with an intellectual disability included in the seventh grade of regular education. For that, it approaches history and situates the teaching conditions of people with disabilities in Brazil, from the middle of the 19th century to the present day. A bibliographic survey was carried out on the concrete materials applicable in mathematics classes for people with intellectual disabilities and it was found that these have great influence by Maria Montessori. We deal with speeches around inclusion and integration. An analysis was made on the educational conditions of the student involved in the research and it was found that she did not have a serious gap in teaching, knowing only to count to twenty and knowing only addition and subtraction without reservation. In this way, a leveling was worked parallel to the regular curriculum of the class. This research aimed to analyze this leveling and to verify what difficulties were encountered by the student. We used the Dialectical Knowledge Methodology in the Classroom and, with it, concrete pedagogical resources were used to develop most of this leveling, among them the Montessori's Golden Beads and banknotes of our worthless currency. With the Golden Beads, counting, addition, subtraction, multiplication, and division were worked on; with the banknotes, the values were compared, counted and the change was determined. The activities gave us satisfactory results, some of which were above our expectations. Based on the ideas of the four basic operations, the resolution of algebraic expressions with dashes was worked on. The student was able to develop a very effective resolution method that minimizes students' mistakes in this matter