Abstracts Mathematics

O jogo matemático com princípios do desenho universal para aprendizagem na perspectiva da educação inclusiva

by Andrea Lannes Muzzio

Abstract: Education as a right for all demands practices that involve all students beyond their special needs, in this work presents a qualitative approach research of pedagogical intervention with students of the 4th year of Elementary School I, of a municipal school in Curitiba and has as main objective to discuss the process of inclusion in the teaching and learning of Mathematics when using games with rules made by students in the principles of Universal Design, in the Universal Design for Learning approach. The research analyzed how games, through the conception of Universal Design and with an approach to Universal Design for Learning, can contribute to the process of building knowledge of students in an Elementary School class of a municipal school in Curitiba. In the theoretical and methodological basis, we sought to understand games in the context of mathematical knowledge and the rights of learning and development (KISHIMOTO, 2016, 2014, 2011; KRANZ, 2011, 2014) possibilities of inclusion in the perspective of Universal Design (CARLETO, GAMBIAGHI, 2007; PLETSCH et. 2021; ASSOCIAÇÃO BRASILEIRA DE NORMAS TÉCNICAS, 2020), the possibilities of inclusion in the Universal Design for Learning approach (CAST, 2018; SEBASTIÁN-HEREDERO, 2020; ZERBATO, MENDES, 2018; SOUZA, 2019), ending with the literature review, in which we seek to understand how research with similar themes is doing. For the development of this research, a work proposal was planned that aimed, at first, to expand the students' repertoire on games with rules and later to propose the construction of games by them. During this course, the recording of the researcher's observations was used as a data collection instrument, through notes and audio, video and/or photographic images, in addition to a semi-structured interview applied at the end of the proposal to the regent teacher of the class. The analyzes were carried out taking into account four themes: a) Construction of mathematical games from the perspective of DU in the classroom; b) The approach of the DUA during the construction process of the games; c) The approach of the DUA during the use of the games; d) Mathematical learning. The analyzes of this research, based on the data produced, show that the proposals with games with rules, in particular, their construction by the students, provided the expansion of mathematical ideas, contributing to the development of their autonomy and developing them for the creation, reflection, problem solving, thus providing opportunities for their formation as a critical citizen; that the regent teacher despite using mathematical games with rules, these were never built and thought by the students; the principles of Universal Design for Learning until then were unknown and never used in the classroom. In relation to Inclusive Mathematics Education so that it can reap good results, ensuring meaningful learning, it is clear that there is still a way to go, having implications for the initial and continuing training of teachers who teach Mathematics, culminating…