<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>2177-6059</journal-id>
<journal-title><![CDATA[Roteiro]]></journal-title>
<abbrev-journal-title><![CDATA[Roteiro]]></abbrev-journal-title>
<issn>2177-6059</issn>
<publisher>
<publisher-name><![CDATA[Universidade do Oeste de Santa Catarina]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2177-60592021000103005</article-id>
<article-id pub-id-type="doi">10.18593/r.v46i.23731</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Diseño Universal para el Aprendizaje como metodología para la enseñanza de la matemática en la formación de futuros profesores de Educación Especial]]></article-title>
<article-title xml:lang="pt"><![CDATA[Desenho Universal para a Aprendizagem como metodologia para o ensino da matemática na formação dos futuros professores de educação especial]]></article-title>
<article-title xml:lang="en"><![CDATA[Universal Design for Learning as a methodology for teaching mathematics in the training of special education future teachers]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Gutiérrez-Saldivia]]></surname>
<given-names><![CDATA[Ximena]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Navarro]]></surname>
<given-names><![CDATA[Cecilia Barría]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Díaz-Levicoy]]></surname>
<given-names><![CDATA[Danilo]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Católica de Temuco Facultad de Educación Departamento de Infancia y Educación Básica]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Chile</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad Católica de Temuco Facultad de Educación Departamento de Infancia y Educación Básica]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Chile</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidad Católica del Maule Facultad de Ciencias Básicas Departamento de Matemática, Física y Estadística]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Chile</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>01</month>
<year>2021</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>01</month>
<year>2021</year>
</pub-date>
<volume>46</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S2177-60592021000103005&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S2177-60592021000103005&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S2177-60592021000103005&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen: El tema central del artículo se relaciona con una práctica innovadora en la formación de futuros profesores de Educación Especial, donde se utiliza el Diseño Universal para el Aprendizaje (DUA) como estrategia en la enseñanza de la matemática dentro del curso herramientas de acceso para el aprendizaje de las matemáticas I. Cabe destacar que la implementación del DUA constituye una estrategia para favorecer el aprendizaje de todos los estudiantes y una oportunidad para modelar estrategias de enseñanza diversificadas. El objetivo del trabajo es dar a conocer la implementación del DUA. En este contexto, se analizaron las prácticas de las profesoras del curso y las percepciones de las estudiantes, identificándose una metodología de enseñanza tradicional centrada en el profesor, y percepciones negativas de los estudiantes hacia la matemática; luego se seleccionaron e implementaron diferentes estrategias de enseñanza basadas en los tres principios del DUA, sus pautas y puntos de verificación. Finalmente, se puede concluir que la implementación de las estrategias ha permitido una mayor implicancia en el aprendizaje y acercar a los estudiantes a su futuro profesional, aspecto clave en la política educativa de Chile que demanda a las escuelas incorporar el DUA.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo: O tema central do artigo relaciona-se com uma prática inovadora na formação dos futuros professores de educação especial, onde utiliza-se o Desenho Universal para a Aprendizagem (DUA) como estratégia no ensino da matemática dentro do curso ferramentas de aceso para o aprendizado das matemáticas I. A implementação do DUA constitui uma estratégia para favorecer a aprendizagem de todos os estudantes e uma oportunidade para modelar estratégias de ensino diversificadas. O objetivo do trabalho é divulgar a implementação do DUA. Nesse contexto, foram analisadas as práticas das professoras do curso e as percepções das estudantes, identificando-se uma metodologia de ensino tradicional centrada no professor, e percepções negativas dos estudantes em relação à matemática; depois, diferentes estratégias de ensino baseadas nos três princípios do DUA, suas diretrizes e pontos de verificação, foram selecionados e implementados. Finalmente, conclui-se que a implementação das estratégias permitiu uma maior implicação na aprendizagem e uma aproximação dos estudantes ao seu futuro professional, aspectos fundamentais na política educativa do Chile, que exige às escolas incorporar o DUA.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract: The central topic of the article is related to an innovative practice in the training of new Special Education teachers, in which Universal Design for Learning (UDL) is used as a strategy for teaching Math in the subject Access Tools for Learning Maths I. The implementation of the UDL is a strategy to facilitate every student&#8217;s learning, and an opportunity to model diversified teaching strategies. The objective of this work is to reveal the implementation of the UDL. In this context, the teachers&#8217; practices in class were analyzed as well as the students&#8217; perceptions, identifying a new traditional teaching methodology focused in the teacher, and negative perceptions from students towards Math. Then, different teaching strategies were selected and implemented based on the three principles of the UDL, its guidelines and verification points. Finally, it can be concluded that the implementation of the strategies has permitted a greater involvement in the learning and approaching students to their future careers, which is critical en Chilean educational policies, demanding schools to incorporate UDL.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Diseño Universal para el Aprendizaje]]></kwd>
<kwd lng="es"><![CDATA[Enseñanza de la matemática]]></kwd>
<kwd lng="es"><![CDATA[Formación de profesores]]></kwd>
<kwd lng="es"><![CDATA[Educación especial.]]></kwd>
<kwd lng="pt"><![CDATA[Desenho Universal para a Aprendizagem]]></kwd>
<kwd lng="pt"><![CDATA[Ensino da matemática]]></kwd>
<kwd lng="pt"><![CDATA[Formação de professores]]></kwd>
<kwd lng="pt"><![CDATA[Educação especial.]]></kwd>
<kwd lng="en"><![CDATA[Universal design for learning]]></kwd>
<kwd lng="en"><![CDATA[Math teaching]]></kwd>
<kwd lng="en"><![CDATA[Teachers&#8217; training]]></kwd>
<kwd lng="en"><![CDATA[Special education.]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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