Mathematics education and school inclusion: building a meaningful learning environment enhancer for all

• Grant number: 12/17539-7
• Support Opportunities: Scholarships in Brazil - Master
• Effective date (Start): March 01, 2013
• Effective date (End): February 28, 2015
• Field of knowledge: Humanities - Education - Educational Teaching and Learning
• Principal Investigator: Klaus Schlünzen Junior
• Grantee: José Eduardo de Oliveira Evangelista Lanuti
• Host Institution: Faculdade de Ciências e Tecnologia (FCT). Universidade Estadual Paulista (UNESP). Campus de Presidente Prudente. Presidente Prudente , SP, Brazil

Abstract

The National Policy on Special Education in the Perspective of Inclusive Education, 2008 opens to the field of education, great strides with regard to the democratization of public school, says that for everyone. From this perspective, the teacher should pay attention to changing the current school, to develop a work that meets the needs of students and achieving the goal of training the citizen for the exercise of citizenship. But for this to occur, the teacher can not be afraid to take chances, try to innovate. Thus, the justification and personal concern with this topic of study is due, primarily, by the fact that the development of my work as a mathematics teacher, from 2011 in the State Public Education Network, have I encountered with this new situation that until now was unknown to me: the inclusion. This fact reinforces and illustrates the need to develop in-depth studies on this topic, as well as the development of proposed activities aimed at learning more meaningful for these students who now become part of elementary school, with the inclusion. In this sense, the central objective of this study is to create learning environments that can enhance the learning of mathematical concepts in the room where I teach conductor. This is intended to identify what are the possibilities of strategies for teaching mathematics to grade 5 (6 years) of the Elementary School II in a state school that has EPAEE. We believe that with a thorough study on the issue which affects the teaching and student learning may prove very rich contributions to improving the school inclusion thus creating an environment where everyone can learn it without great difficulty by means of exploratory activities that we intend to design and develop from theory studied. (AU)

Academic Publications

(References retrieved automatically from State of São Paulo Research Institutions)

LANUTI, José Eduardo de Oliveira Evangelista. Educação Matemática e Inclusão Escolar: a construção de estratégias para uma aprendizagem significativa. 2015. Master's Dissertation - Universidade Estadual Paulista (Unesp). Faculdade de Ciências e Tecnologia. Presidente Prudente Presidente Prudente.