Contribuições da educação matemática para a educação especial inclusiva: uma revisão sistemática

Abstract

The work sought to identify how mathematics education has been constituted from an inclusive perspective. The research, carried out through a systematic review type study, sought to identify the production of the area with regard to the proposition of accessible resources for teaching. The investigative proposition is based on the understanding that accessible resources are a condition for the learning of students with disabilities, leaving the teacher to plan teaching, mediated by such resources, in order to guarantee, with equity, access to mathematical concepts. The results of the research showed that most of the resources found are for elementary education. Regarding the type of disability, the production of resources in the area, mostly involves visual impairment. There was a lack of resources for Down syndrome, autism spectrum disorder and attention deficit hyperactivity disorder