Perspectives on working with Potentially Inclusive Mathematical Tasks

Resumen

This article aims to discuss the perspectives of research carried out in Brazil that has addressed the use of Potentially Inclusive Mathematical Tasks. For this discussion, we chose to analyze articles that were published in thematic editions of Brazilian journals, organized by the Working Group on Difference, Inclusion and Mathematics Education of the Brazilian Society of Mathematics Education. We identified six themed editions published in five Brazilian journals between 2013 and 2023, making up a corpus of 15 articles. In the analysis of these articles, it was possible to identify that the investigations addressed the tasks: a) to mobilize concepts and promote learning; b) with diversified resources and approaches, such as manipulable materials, adaptations of statements and theoretical-methodological approaches that were articulated with Mathematics Education and Special Education from an inclusive perspective. The research was carried out in basic education and/or initial teacher training and considered diverse themes in terms of mathematical content and disabilities/disorders. It is concluded that the investigations analyzed, which address the work with Potentially Inclusive Mathematical Tasks, collaborated to mobilize the knowledge of students supported by Special Education, since they were planned with intentions that considered the subjectivities of learning.

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Cómo citar (APA 7)

Muniz, S. C. S. (2024). Perspectives on working with Potentially Inclusive Mathematical Tasks. https://www.periodicos.udesc.br/index.php/linhas/article/view/26636