Development and evaluation of strategies for teaching mathematics to students with special needs.

Abstract

This study aims to develop and evaluate pedagogical strategies for teaching Mathematics to students with special needs, seeking to promote an inclusive and effective education. A qualitative approach will be adopted, featuring a case study in an inclusive school and utilizing techniques such as participant observation, interviews, and document analysis. The strategies to be developed will include content adaptation, the use of technological resources and manipulative materials, and the implementation of active methodologies, such as project-based learning and collaborative learning. The evaluation of these strategies will be based on criteria such as student participation, academic performance, and feedback from both teachers and students, using instruments such as rubrics, questionnaires, and interviews. It is expected that the results will indicate that the implemented strategies contribute significantly to improving the learning and participation of students with special needs, highlighting the importance of curricular adaptation and the use of diverse resources in Mathematics education. Furthermore, the research seeks to point out the need for ongoing teacher training in inclusive practices and suggest the applicability of these strategies in different school contexts. The study intends to conclude that adopting inclusive and adaptive pedagogical practices is fundamental to promoting equitable, high-quality education for all students, emphasizing the relevance of educational policies that encourage and support such practices.