Universal Design for Learning and Digital Technologies in Inclusive Mathematics Education

• Autor(a) principal: Fiatcoski, Daiana Aparecida Stresser
• Data de Publicação: 2021
• Outros Autores: Góes, Anderson Roges Teixeira
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Revista Educação Especial (UFSM)
• Texto Completo: http://periodicos.ufsm.br/educacaoespecial/article/view/55111
• topic: Digital Technologies; Inclusive Mathematics Education; Universal Design for Learning.; Tecnologías Digitales; Educación Matemática Inclusiva; Diseño Universal de Aprendizaje.; Tecnologias Digitais; Educação Matemática Inclusiva; Desenho Universal para Aprendizagem.

This study verifies evidence of Universal Design for Learning (UDL) present in the use of Digital Technologies (DTs) in Inclusive Mathematics Education. To this end, research published in two editions of the National Meeting on Mathematics Education is analyzed: 2016 and 2019; to answer the following questions: event that brings together the largest number of researchers and professors in the field of Mathematics in Brazil. When analyzing the works published in such an event, we seek to answer the following questions: How are DTs being used in Inclusive Mathematics Education? Is it possible to verify the perspective of UDL when using DTs in Inclusive Mathematics Education? With the adopted methodology, of qualitative approach, of bibliographic type, four themes emerge: use of analog and digital technologies; use of software and/or applications (apps); use of Virtual Learning Environment; and use of video lessons and instructional videos. Through the analysis it is possible to conclude that school inclusion is in process, involving researchers and teachers in the development of technologies digital or analog. Still, the analyzes reveal that the presence of UDL in Inclusive Mathematics Education is timid.