DEVELOPMENT OF POTENTIALLY INCLUSIVE MATHEMATICAL TASKS IN A TEACH PROGRAM FOR TEACHERS WHO TEACH MATHEMATICS IN THE EARLY YEARS

Abstract

This article sought to discuss aspects considered relevant by teachers who teach mathematics in the early years (TMEY) in the process of developing potentially inclusive mathematical tasks (PIMT). A qualitative interpretive analysis was conducted with five PEMAI who participated in a training process involving discussions related to geometry, specifically quadrilaterals, and the processes of teaching and learning geometry for Students Supported by Special Education (SSSE). The results reveal that, in the development of PIMT, TMEY considered aspects such as: characteristics of disabilities and disorders and individual study of students; development of the statement; choice of manipulable material; and the role of the teacher in the development and implementation of the task. It was concluded that training with TMEY, based on the development of PIMT, can provide important considerations for teachers, contribute to a more inclusive approach in mathematics classes, and favor teaching approaches that consider all students, especially SSSE.