Ensino de matemática na perspectiva inclusiva: proposta de sequência didática para alunos com deficiência intelectual

Abstract

This undergraduate thesis investigates the potential of an adapted didactic sequence to promote the teaching of the four basic mathematical operations to students with Intellectual Disabilities (ID), based on the principles of Inclusive Education and Universal Design for Learning (UDL). This qualitative research includes a systematic literature review, analysis of theoretical frameworks on ID and inclusive mathematics education, and a pedagogical proposal. The didactic sequence was designed with a focus on accessibility, valuing students' individualities, and using manipulatives, playful resources, and multisensory strategies. The evaluation, with a diagnostic and formative character, made it possible to identify students’ prior knowledge and monitor their development, enabling a sensitive and effective pedagogical intervention. The results show that intentional planning, combined with qualified pedagogical mediation and a strong commitment to inclusion, contributes to the cognitive development, autonomy, and sense of belonging of students with ID in the context of mathematics education.