Atividades de matemática adaptadas para alunos com deficiência intelectual

Resumo

This dissertation aims to investigate inclusive mathematical educational strategies, focusing on the development of adapted activities for students with Intellectual Disabilities (ID) enrolled in the final years of elementary school (8th and 9th grades). The idea arose from the desire to help students with Intellectual Disabilities who were unable to keep up with math classes even when present. The overall objective of this work is to systematize the use of manipulable resources, produced or adapted, as instruments of pedagogical mediation, aiming to facilitate the transition from concrete to abstract thinking, respecting individual learning paces. The theoretical framework covers the historical evolution and legal framework of inclusion, based on the 1988 Federal Constitution, the Law of Guidelines and Bases of National Education (LDB), the Statute of Persons with Disabilities, and the National Common Curricular Base (BNCC), which establishes equity as a structuring principle. Methodologically, the research was conducted as a field study with a qualitative approach at the Professor Durmeval Trigueiro Mendes Municipal School in Jo˜ao Pessoa/PB, involving four students with different intellectual disabilities. The pedagogical interventions were structured around four main axes: the use of colored golden beads for teaching integers; the use of graduated containers with liquids for fraction concepts; the use of the multiples table for equivalent fractions and simplification; and the construction of polyhedron nets (pyramids, cubes, and prisms) with ruler and compass. The results demonstrate that mediation with concrete and playful materials, in partnership with Specialized Educational Services (AEE), promoted significant advances in the autonomy, socialization, and mathematical literacy of the students, although the progress varies according to the degree of cognitive impairment of each student. It is concluded that methodological adaptation is essential to transform mathematics practice into a tool for inclusion and dignity.

Dados da obra

Tipo

Dissertação (mestrado)

Instituição

UEPB

Ano

2026

Defesa

27/02/2026

Idioma

pt

Palavras-chave

CIENCIAS EXATAS E DA TERRA; educação matemática Inclusiva; deficiência intelectual; materiais manipuláveis; atividades adaptadas

Temas

Currículo, Inclusão

Handle

https://repositorio.uepb.edu.br/handle/123456789/76851

Acesso

Texto completo na fonte

Fontes

BDTD/IBICT

Na Biblioteca desde

01/10/2026 · verificada em 03/10/2026