Abstract
In the face of the lack of research that investigates the relations between Mathematics teachers and students with special educational needs, an investigation was launched with the aim of identifying the social representations that these professionals have regarding disability, in addition to learning about their knowledge, opinions and doubts on this theme. The research was carried out with the participation of 65 mathematics teachers and data collection resulted from replies given to three proposed situations in an interview. Collective subject discourse methodology was used, with social representation Theory employed as a theoretical-methodological reference. The results showed the presence of distinct representations concerning the theme, with attitudes that range from support and incentive for the inclusion of students with disabilities, with evidence of knowledge of the theme, to representations that revealed the manifestation of doubts, opinions and attitudes, with positions contrary to the philosophy of inclusion.
Highlights
IntroductionApproaching two themes so rich and, at the same time, controversial, represents a challenge to our studies, since
Approaching two themes so rich and, at the same time, controversial, represents a challenge to our studies, sinceHow to cite this paper: Moreira, G
We prioritize the investigation of the concerns, opinions and knowledge of the interviewees regarding the phenomenon of disability, given its unarguable importance as a promoter of the socio-cultural relations acquired in the process of inclusion of students
Summary
Approaching two themes so rich and, at the same time, controversial, represents a challenge to our studies, since. How to cite this paper: Moreira, G. Challenges in Inclusive Mathematics Education: Representations by Professionals Who Teach Mathematics to Students with Disabilities. Manrique both Inclusive Mathematics Education and Social Representations are searching for their locus in the academic environment, even though they are part of daily life in mathematics classes in Brazilian public schools. Talking about Inclusive Education in Mathematics classes, which leads us to talk about Inclusive Mathematics Education, seemed somewhat utopian
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