Sala e recurso multifuncional e a prática docente: um olhar para o ensino de matemática

Abstract

The aim of this research was to understand how teachers who teach maths to people with intellectual disabilities, in the multifunctional resource room, develop their teaching practice with a view to inclusion. The methodological process for answering the guiding question and achieving the objectives is based on a qualitative approach, using a bibliographical survey, documentary research and audio interviews. The field research was carried out in three public schools in the municipal network of Tocantinópolis -TO, which offer primary education from the 1st to the 5th grade. The participants were permanent teachers who work in the multifunctional resource rooms of these schools. The analyses indicate that teaching practice is a methodological process that has repercussions on teaching and learning. That the work carried out in the classroom should be based on the reality of each student, their experience, with a diversified methodology using concrete, playful, digital and physical materials. It also reveals that learning maths for students with intellectual disabilities is shown when the student develops the skills necessary for their learning.