A utilização de materiais concretos para o ensino e aprendizagem matemática a alunos de inclusão

Abstract

This paper gives a brief account on the history of inclusion, addressing inclusive education and the presentation of the use of concrete for teaching and learning mathematics to students in inclusion materials. However using the geoboard as a pedagogical resource for teaching plane geometry for Inclusion and teacher education in mathematics at inclusion and research in the teaching practice and the role of the mathematics teacher forward to inclusive education. To support the research, has been with the theoretical framework Sacristan (2007), Goffman (1998), Granemann (2007) , D'Ambrosio (2007), Demo (2011), Araújo (2012), Battisti (2007), Paulo Freire (1996), Lorenzato (2012). The principle was takenwith a brief overview on the history of inclusion, the role of teachers in inclusive education and how geometry can be taught in a dynamic, playful and less mechanically. Methodological aspects highlight a qualitative study approach, the research method converges to an action - research because work was applied in a State College of schools for pupils of elementary and middle school with disabilities, we used the feature as Geoplano didactic trying to meet the educational needs of these students with disabilities on the teaching of geometry, and thereby create a learning environment that seeks a greater motivation among themselves before the teaching of Mathematics.