Resumo

NUNES, Camila da Silva  e  GELLER, Marlise. LEARNING MATHEMATICAL CONCEPTS: perspectives of inclusive education in the city of Gravataí/RS. Revista Teias [online]. 2021, vol.22, n.66, pp.196-210.  Epub 06-Fev-2023. ISSN 1982-0305.  https://doi.org/10.12957/teias.2021.57858.

This article aims to reflect on how different school spaces (regular school classrooms in the perspective of inclusive education, and the Specialized Educational Service) approach mathematical concepts with students. In a clipping of the doctoral thesis, we analyzed the pedagogical interventions carried out in these spaces, with four target students of inclusive education, enrolled in the early elementary education years in the city of Gravataí, Rio Grande do Sul (RS). The survey results showed that the intervention strategies used (such as educational games, concrete materials and technologies), heightened the mathematical learning of children through a ludic way, enabling a greater involvement in the proposed tasks, thus prompting interest in learning early mathematical concepts. Finally, we observed that the pedagogical interventions developed in the Specialized Educational Service, stand out in relation to the regular classroom, as the children showed interest and curiosity in attending this space, due to the activities not only being proposed in either individualized or in small groups, but are also more creative.

Palavras-chave : mathematics education; pedagogical interventions; regular classroom; specialized educational service; inclusive education..

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