Apontamentos acerca da educação matemática: da discalculia à educação inclusiva

Abstract

The reflections in this monograph bibliographic nature intended to address the assumption of inclusive education and the learning difficulties of students in Mathematics. For both, it was divided into distinct phases: starting with a discussion of special education, the importance of inclusion and aspects of legislation that govern and guide this process. We seek to verify the difficulties in inclusive special education, the challenges that schools face in meeting this demand. Each section provides theoretical objective thoughts and reflection on the subject to which it refers. The objective is to also discuss how dyscalculia can be minimized through the pedagogical practices of teachers, since this is not a disease and therefore is not curable, but with pedagogical mediations students can overcome these difficulties. Suggestions permeate the operation of games, play, play activities with a view to stimulating the development of a significant learning for the student. The production of material Didactic and Pedagogical activities with these materials that provide math instruction and increase student interest in learning, is permeated in the last section of this monograph, minor suggestions for teaching. With this study, one realizes that it is too complex and lacks a bibliography about the specific functional disorders, specifically in the area of dyscalculia. Thus proves to be a constant process of searching for information, promoting the knowledge of teachers on the subject, so as to assist their students discalcúlicos and can visualize and understand given difficulties then instituting possibilities of reflective and appropriate intervention.