Mathematics teaching for 9th grade students with intellectual disabilities attended in the multifunctional resource room

Detalhes bibliográficos
Autor(a) principal: Lins, Graciela Siegloch
Data de Publicação: 2022
Outros Autores: Lübeck, Marcos
Tipo de documento: Artigo
Idioma: por
Título da fonte: Revista Educação Especial (UFSM)
Texto Completo: http://periodicos.ufsm.br/educacaoespecial/article/view/70702
Resumo: This paper presents results of a master's research in which we sought to reflect on the teaching of mathematics for diversity and the complex task that this process requires when promoting an inclusive education. Methodologically, through document analysis, records and participant observation, it was explained how four students with intellectual disabilities enrolled in the 9th grade of elementary school in regular classrooms, but with historicals of specialized educational support in multifunctional resource rooms, developed throughout their schooling, contrasting both classrooms and analyzing their assistance in the public education system. As a highlight, it was evident the need to seek strategies so that school inclusion really occurs, reason why mathematics educational practices, initial and continuing teacher training, early diagnosis of intellectual disability, specialized care and government actions must to be improved in order to overcome the obstacles that still exist in the basic education.
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spelling Mathematics teaching for 9th grade students with intellectual disabilities attended in the multifunctional resource roomEnseñanza de las matemáticas para alumnos de 9° grado con discapacidad intelectual atendidos en la sala de recursos multifuncionalO ensino de matemática para alunos do 9º ano com deficiência intelectual atendidos na sala de recursos multifuncionalMathematics teachingIntellectual disabilitiesInclusionEnseñanza de las matemáticasDiscapacidad intelectualInclusiónEnsino de matemáticaDeficiência IntelectualInclusãoThis paper presents results of a master's research in which we sought to reflect on the teaching of mathematics for diversity and the complex task that this process requires when promoting an inclusive education. Methodologically, through document analysis, records and participant observation, it was explained how four students with intellectual disabilities enrolled in the 9th grade of elementary school in regular classrooms, but with historicals of specialized educational support in multifunctional resource rooms, developed throughout their schooling, contrasting both classrooms and analyzing their assistance in the public education system. As a highlight, it was evident the need to seek strategies so that school inclusion really occurs, reason why mathematics educational practices, initial and continuing teacher training, early diagnosis of intellectual disability, specialized care and government actions must to be improved in order to overcome the obstacles that still exist in the basic education.En este texto son presentados resultados de una investigación de maestría en la que se busca reflexionar sobre la enseñanza de las matemáticas para la diversidad y la compleja tarea que demanda este proceso cuando se pretende promover una educación inclusiva. Metodológicamente, a través del análisis documental, registros y observación participante, se explicitó cómo cuatro alumnos con discapacidad intelectual matriculados en el 9° grado de la enseñanza fundamental en salas de aula regulares, pero con distintos históricos de auxilio educativo especializado en salas de recursos multifuncionales, se desarrollaron a lo largo de su escolaridad, contrastando aquí ambas salas y analizando su asistencia en el sistema educativo público. Como énfasis, se hizo evidente la necesidad de buscar estrategias para que la inclusión escolar efectivamente ocurra, por lo que las prácticas educativas en matemática, la formación inicial y continua docente, el diagnóstico precoces de la discapacidad intelectual, la atención especializada y acciones de gobierno necesitan ser mejorados, a fin de superar los obstáculos aún existentes en la educación básica.Neste artigo são apresentados resultados de uma pesquisa de mestrado na qual buscou-se refletir sobre o ensino de matemática para a diversidade, e a complexa tarefa que esse processo exige quando almeja-se promover uma educação inclusiva. Metodologicamente, por meio da análise documental, de registros e da observação participante, foi explicitado como quatro alunos com deficiência intelectual matriculados no 9º ano do ensino fundamental em salas de aula regulares, porém, com distintos históricos de atendimento educacional especializado em salas de recursos multifuncionais, se desenvolveram ao longo da sua escolarização, contrapondo ambas salas e analisando os seus atendimentos no sistema público de ensino. Como destaque, evidenciou-se a necessidade da busca por estratégias para a inclusão escolar verdadeiramente ocorrer, razão pela qual práticas educativas de matemática, formações iniciais e continuadas de professores, diagnósticos precoces da deficiência intelectual, atendimentos especializados e ações governamentais precisam ser aprimoradas, para assim superarem os entraves ainda existentes na educação básica.Universidade Federal de Santa Maria2022-12-15info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdftext/htmlhttp://periodicos.ufsm.br/educacaoespecial/article/view/7070210.5902/1984686X70702Special Education Magazine; Revista Educação Especial, v. 35, 2022 – Publicação Contínua – Qualis – A2; e66/1-21Revista de Educación Especial; Revista Educação Especial, v. 35, 2022 – Publicação Contínua – Qualis – A2; e66/1-21Revista Educação Especial; Revista Educação Especial, v. 35, 2022 – Publicação Contínua – Qualis – A2; e66/1-211984-686Xreponame:Revista Educação Especial (UFSM)instname:Universidade Federal de Santa Maria (UFSM)instacron:UFSMporhttp://periodicos.ufsm.br/educacaoespecial/article/view/70702/50759http://periodicos.ufsm.br/educacaoespecial/article/view/70702/50760Copyright (c) 2022 Revista Educação Especialhttps://creativecommons.org/licenses/by-nc/4.0info:eu-repo/semantics/openAccessLins, Graciela SieglochLübeck, Marcos2022-12-15T20:39:59Zoai:ojs.pkp.sfu.ca:article/70702Revistahttps://periodicos.ufsm.br/educacaoespecialPUBhttp://cascavel.ufsm.br/revistas/ojs-2.2.2/index.php/educacaoespecial/oaieducacaoespecial@smail.ufsm.br||clenioberni@gmail.com1984-686X1808-270Xopendoar:2022-12-15T20:39:59Revista Educação Especial (UFSM) - Universidade Federal de Santa Maria (UFSM)false
dc.title.none.fl_str_mv Mathematics teaching for 9th grade students with intellectual disabilities attended in the multifunctional resource room
Enseñanza de las matemáticas para alumnos de 9° grado con discapacidad intelectual atendidos en la sala de recursos multifuncional
O ensino de matemática para alunos do 9º ano com deficiência intelectual atendidos na sala de recursos multifuncional
title Mathematics teaching for 9th grade students with intellectual disabilities attended in the multifunctional resource room
spellingShingle Mathematics teaching for 9th grade students with intellectual disabilities attended in the multifunctional resource room
Lins, Graciela Siegloch
Mathematics teaching
Intellectual disabilities
Inclusion
Enseñanza de las matemáticas
Discapacidad intelectual
Inclusión
Ensino de matemática
Deficiência Intelectual
Inclusão
title_short Mathematics teaching for 9th grade students with intellectual disabilities attended in the multifunctional resource room
title_full Mathematics teaching for 9th grade students with intellectual disabilities attended in the multifunctional resource room
title_fullStr Mathematics teaching for 9th grade students with intellectual disabilities attended in the multifunctional resource room
title_full_unstemmed Mathematics teaching for 9th grade students with intellectual disabilities attended in the multifunctional resource room
title_sort Mathematics teaching for 9th grade students with intellectual disabilities attended in the multifunctional resource room
author Lins, Graciela Siegloch
author_facet Lins, Graciela Siegloch
Lübeck, Marcos
author_role author
author2 Lübeck, Marcos
author2_role author
dc.contributor.author.fl_str_mv Lins, Graciela Siegloch
Lübeck, Marcos
dc.subject.por.fl_str_mv Mathematics teaching
Intellectual disabilities
Inclusion
Enseñanza de las matemáticas
Discapacidad intelectual
Inclusión
Ensino de matemática
Deficiência Intelectual
Inclusão
topic Mathematics teaching
Intellectual disabilities
Inclusion
Enseñanza de las matemáticas
Discapacidad intelectual
Inclusión
Ensino de matemática
Deficiência Intelectual
Inclusão
description This paper presents results of a master's research in which we sought to reflect on the teaching of mathematics for diversity and the complex task that this process requires when promoting an inclusive education. Methodologically, through document analysis, records and participant observation, it was explained how four students with intellectual disabilities enrolled in the 9th grade of elementary school in regular classrooms, but with historicals of specialized educational support in multifunctional resource rooms, developed throughout their schooling, contrasting both classrooms and analyzing their assistance in the public education system. As a highlight, it was evident the need to seek strategies so that school inclusion really occurs, reason why mathematics educational practices, initial and continuing teacher training, early diagnosis of intellectual disability, specialized care and government actions must to be improved in order to overcome the obstacles that still exist in the basic education.
publishDate 2022
dc.date.none.fl_str_mv 2022-12-15
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 http://periodicos.ufsm.br/educacaoespecial/article/view/70702
10.5902/1984686X70702
url http://periodicos.ufsm.br/educacaoespecial/article/view/70702
identifier_str_mv 10.5902/1984686X70702
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv http://periodicos.ufsm.br/educacaoespecial/article/view/70702/50759
http://periodicos.ufsm.br/educacaoespecial/article/view/70702/50760
dc.rights.driver.fl_str_mv Copyright (c) 2022 Revista Educação Especial
https://creativecommons.org/licenses/by-nc/4.0
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Copyright (c) 2022 Revista Educação Especial
https://creativecommons.org/licenses/by-nc/4.0
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
text/html
dc.publisher.none.fl_str_mv Universidade Federal de Santa Maria
publisher.none.fl_str_mv Universidade Federal de Santa Maria
dc.source.none.fl_str_mv Special Education Magazine; Revista Educação Especial, v. 35, 2022 – Publicação Contínua – Qualis – A2; e66/1-21
Revista de Educación Especial; Revista Educação Especial, v. 35, 2022 – Publicação Contínua – Qualis – A2; e66/1-21
Revista Educação Especial; Revista Educação Especial, v. 35, 2022 – Publicação Contínua – Qualis – A2; e66/1-21
1984-686X
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instname_str Universidade Federal de Santa Maria (UFSM)
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reponame_str Revista Educação Especial (UFSM)
collection Revista Educação Especial (UFSM)
repository.name.fl_str_mv Revista Educação Especial (UFSM) - Universidade Federal de Santa Maria (UFSM)
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