The inclusion process of students with different disorders and the frontier generated by the diagnoses: what do studies in Mathematics Education say?

Detalhes bibliográficos
Autor(a) principal: Cruz, Joyce Evellyn da Silva
Data de Publicação: 2020
Outros Autores: Viana, Elton de Andrade, Manrique, Ana Lucia, Borges, Fábio Alexandre
Tipo de documento: Artigo
Idioma: por
Título da fonte: Revista de Educação Matemática (Online)
DOI: 10.37001/remat25269062v17id374
Texto Completo: https://www.revistasbemsp.com.br/index.php/REMat-SP/article/view/374
Resumo: From the recent studies about inclusive education in Mathematics Education and aiming to highlight what Brazilian research shows about students with different disorders and the respective process of inclusion of these students in Mathematics, we considered the following question in the study: in the inclusion process that we are experiencing in Brazil, how do Brazilian scientific papers understand the inclusion of students with different types of disorders in the context of mathematics teaching and learning? From a literature review of 15 articles, we assumed as theoretical framework the creation of units of analysis as it is proposed in a qualitative research, identifying, as a result, three units: (1) the clinical emphasis on studies carried out with a still incipient approach; (2) the approach to the aspects related to disorders in teacher education and (3) the need for methodological and material diversification. In response to the research guiding question, reflections are presented on the existence of an exclusionary boundary that reveals one group of students implicitly excluded and another implicitly assumed.
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spelling The inclusion process of students with different disorders and the frontier generated by the diagnoses: what do studies in Mathematics Education say?El proceso de inclusión de estudiantes con diferentes trastornos y la frontera generada por los diagnósticos: ¿qué dicen los estudios en el área de Educación Matemática?O processo de inclusão de estudantes com diferentes transtornos e a fronteira gerada pelos diagnósticosAutismSpecial EducationInclusive Mathematics EducationLearning DisorderAutismoEducación EspecialEducación Matemática InclusivaTrastornos del aprendizajeautismoeducação especialEducação Matemática InclusivaTranstornos de AprendizagemFrom the recent studies about inclusive education in Mathematics Education and aiming to highlight what Brazilian research shows about students with different disorders and the respective process of inclusion of these students in Mathematics, we considered the following question in the study: in the inclusion process that we are experiencing in Brazil, how do Brazilian scientific papers understand the inclusion of students with different types of disorders in the context of mathematics teaching and learning? From a literature review of 15 articles, we assumed as theoretical framework the creation of units of analysis as it is proposed in a qualitative research, identifying, as a result, three units: (1) the clinical emphasis on studies carried out with a still incipient approach; (2) the approach to the aspects related to disorders in teacher education and (3) the need for methodological and material diversification. In response to the research guiding question, reflections are presented on the existence of an exclusionary boundary that reveals one group of students implicitly excluded and another implicitly assumed.Basado en estudios recientes sobre educación inclusiva en Educación Matemática y con el objetivo de resaltar lo que la investigación brasileña muestra sobre estudiantes con diferentes trastornos y el proceso respectivo de incluir a estos estudiantes en las clases de matemáticas, se genera la siguiente pregunta de estudio: desde el proceso de inclusión que estamos viviendo en Brasil, ¿cómo entienden los artículos científicos brasileños la inclusión de estudiantes con diferentes tipos de trastornos en el contexto de la enseñanza y el aprendizaje de las matemáticas? Con base en una revisión bibliográfica de 15 artículos, asumimos como marco teórico la creación de unidades de análisis propuestas en una investigación cualitativa, con tres unidades identificadas: (1) el énfasis clínico en los estudios realizados con un enfoque aún incipiente; (2) el enfoque de los aspectos relacionados con los trastornos en la formación docente y (3) la necesidad de diversificación metodológica y material. Como respuesta a la pregunta guía de la investigación, se presentan reflexiones sobre la existencia de un borde excluyente que revela un grupo de estudiantes implícitamente excluido y otro implícitamente asumido.A partir dos recentes estudos sobre a educação inclusiva na Educação Matemática e com o objetivo de destacar o que as pesquisas brasileiras evidenciam acerca de estudantes com diferentes transtornos e o respectivo processo de inclusão desses estudantes em aulas de matemática, é considerada como a pergunta no estudo: no processo de inclusão que estamos a vivenciar no Brasil, como os artigos científicos brasileiros apresentam a inclusão de estudantes com diferentes tipos de transtorno no contexto do ensino e da aprendizagem de matemática? A partir de uma revisão bibliográfica de 15 artigos, assumimos como referencial teórico a criação de unidades de análise tal como se propõe em uma pesquisa qualitativa, sendo identificadas três unidades: (1) a ênfase clínica em estudos realizados com uma abordagem ainda incipiente; (2) a abordagem dos aspectos relacionados aos transtornos na formação docente e (3) a necessidade de diversificação metodológica e material. Como resposta para a pergunta diretriz da pesquisa, reflexões são apresentadas sobre a existência de uma fronteira excludente que revela um grupo de estudantes implicitamente excluído e outro implicitamente assumido.Sociedade Brasileira de Educação Matemática (SBEM)2020-07-19info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://www.revistasbemsp.com.br/index.php/REMat-SP/article/view/37410.37001/remat25269062v17id374Revista de Educação Matemática; Vol. 17 (2020): Publicação Contínua; e020036Revista de Educação Matemática; ##issue.vol## 17 (2020): Publicação Contínua; e020036Revista de Educação Matemática; Vol. 17 (2020): Publicação Contínua; e020036Revista de Educação Matemática; v. 17 (2020): Publicação Contínua; e0200362526-9062reponame:Revista de Educação Matemática (Online)instname:Sociedade Brasileira de Educação Matemática (SBEM)instacron:SBEMporhttps://www.revistasbemsp.com.br/index.php/REMat-SP/article/view/374/209Copyright (c) 2020 Joyce Evellyn da Silva Cruz, Elton de Andrade Viana, Ana Lucia Manrique, Fábio Alexandre Borgeshttps://creativecommons.org/licenses/by-nc/4.0/info:eu-repo/semantics/openAccessCruz, Joyce Evellyn da SilvaViana, Elton de AndradeManrique, Ana LuciaBorges, Fábio Alexandre2021-05-05T18:50:15ZRevistahttps://www.revistasbemsp.com.br/index.php/REMat-SPONG
dc.title.none.fl_str_mv The inclusion process of students with different disorders and the frontier generated by the diagnoses: what do studies in Mathematics Education say?
El proceso de inclusión de estudiantes con diferentes trastornos y la frontera generada por los diagnósticos: ¿qué dicen los estudios en el área de Educación Matemática?
O processo de inclusão de estudantes com diferentes transtornos e a fronteira gerada pelos diagnósticos
title The inclusion process of students with different disorders and the frontier generated by the diagnoses: what do studies in Mathematics Education say?
spellingShingle The inclusion process of students with different disorders and the frontier generated by the diagnoses: what do studies in Mathematics Education say?
The inclusion process of students with different disorders and the frontier generated by the diagnoses: what do studies in Mathematics Education say?
Cruz, Joyce Evellyn da Silva
Autism
Special Education
Inclusive Mathematics Education
Learning Disorder
Autismo
Educación Especial
Educación Matemática Inclusiva
Trastornos del aprendizaje
autismo
educação especial
Educação Matemática Inclusiva
Transtornos de Aprendizagem
Cruz, Joyce Evellyn da Silva
Autism
Special Education
Inclusive Mathematics Education
Learning Disorder
Autismo
Educación Especial
Educación Matemática Inclusiva
Trastornos del aprendizaje
autismo
educação especial
Educação Matemática Inclusiva
Transtornos de Aprendizagem
title_short The inclusion process of students with different disorders and the frontier generated by the diagnoses: what do studies in Mathematics Education say?
title_full The inclusion process of students with different disorders and the frontier generated by the diagnoses: what do studies in Mathematics Education say?
title_fullStr The inclusion process of students with different disorders and the frontier generated by the diagnoses: what do studies in Mathematics Education say?
The inclusion process of students with different disorders and the frontier generated by the diagnoses: what do studies in Mathematics Education say?
title_full_unstemmed The inclusion process of students with different disorders and the frontier generated by the diagnoses: what do studies in Mathematics Education say?
The inclusion process of students with different disorders and the frontier generated by the diagnoses: what do studies in Mathematics Education say?
title_sort The inclusion process of students with different disorders and the frontier generated by the diagnoses: what do studies in Mathematics Education say?
author Cruz, Joyce Evellyn da Silva
author_facet Cruz, Joyce Evellyn da Silva
Cruz, Joyce Evellyn da Silva
Viana, Elton de Andrade
Manrique, Ana Lucia
Borges, Fábio Alexandre
Viana, Elton de Andrade
Manrique, Ana Lucia
Borges, Fábio Alexandre
author_role author
author2 Viana, Elton de Andrade
Manrique, Ana Lucia
Borges, Fábio Alexandre
author2_role author
author
author
dc.contributor.author.fl_str_mv Cruz, Joyce Evellyn da Silva
Viana, Elton de Andrade
Manrique, Ana Lucia
Borges, Fábio Alexandre
dc.subject.por.fl_str_mv Autism
Special Education
Inclusive Mathematics Education
Learning Disorder
Autismo
Educación Especial
Educación Matemática Inclusiva
Trastornos del aprendizaje
autismo
educação especial
Educação Matemática Inclusiva
Transtornos de Aprendizagem
topic Autism
Special Education
Inclusive Mathematics Education
Learning Disorder
Autismo
Educación Especial
Educación Matemática Inclusiva
Trastornos del aprendizaje
autismo
educação especial
Educação Matemática Inclusiva
Transtornos de Aprendizagem
description From the recent studies about inclusive education in Mathematics Education and aiming to highlight what Brazilian research shows about students with different disorders and the respective process of inclusion of these students in Mathematics, we considered the following question in the study: in the inclusion process that we are experiencing in Brazil, how do Brazilian scientific papers understand the inclusion of students with different types of disorders in the context of mathematics teaching and learning? From a literature review of 15 articles, we assumed as theoretical framework the creation of units of analysis as it is proposed in a qualitative research, identifying, as a result, three units: (1) the clinical emphasis on studies carried out with a still incipient approach; (2) the approach to the aspects related to disorders in teacher education and (3) the need for methodological and material diversification. In response to the research guiding question, reflections are presented on the existence of an exclusionary boundary that reveals one group of students implicitly excluded and another implicitly assumed.
publishDate 2020
dc.date.none.fl_str_mv 2020-07-19
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
format article
status_str publishedVersion
dc.identifier.uri.fl_str_mv https://www.revistasbemsp.com.br/index.php/REMat-SP/article/view/374
10.37001/remat25269062v17id374
url https://www.revistasbemsp.com.br/index.php/REMat-SP/article/view/374
identifier_str_mv 10.37001/remat25269062v17id374
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv https://www.revistasbemsp.com.br/index.php/REMat-SP/article/view/374/209
dc.rights.driver.fl_str_mv https://creativecommons.org/licenses/by-nc/4.0/
info:eu-repo/semantics/openAccess
rights_invalid_str_mv https://creativecommons.org/licenses/by-nc/4.0/
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv Sociedade Brasileira de Educação Matemática (SBEM)
publisher.none.fl_str_mv Sociedade Brasileira de Educação Matemática (SBEM)
dc.source.none.fl_str_mv Revista de Educação Matemática; Vol. 17 (2020): Publicação Contínua; e020036
Revista de Educação Matemática; ##issue.vol## 17 (2020): Publicação Contínua; e020036
Revista de Educação Matemática; Vol. 17 (2020): Publicação Contínua; e020036
Revista de Educação Matemática; v. 17 (2020): Publicação Contínua; e020036
2526-9062
reponame:Revista de Educação Matemática (Online)
instname:Sociedade Brasileira de Educação Matemática (SBEM)
instacron:SBEM
instname_str Sociedade Brasileira de Educação Matemática (SBEM)
instacron_str SBEM
institution SBEM
reponame_str Revista de Educação Matemática (Online)
collection Revista de Educação Matemática (Online)
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dc.identifier.doi.none.fl_str_mv 10.37001/remat25269062v17id374

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