Abstract
Mathematics constitutes an essential area of knowledge, it is in all spaces and has great importance for social development. The aim of this study is to present some reflections on pedagogical actions in the mathematics area, which have been reported in research in the context of Specialized Educational Assistance. A bibliographic review of articles in journals at the field of education was carried out, selecting relevant research that presented an overview of the work with Mathematics in these spaces. It also pursued to highlight the methodologies used, the contents covered, and the subjects researched, identifying issues regarding the level of activities and the correspondence to the academic years enrolled. In addition, the contributions of these actions to the inclusion of students with disabilities, their reverberations within the scope of the regular classroom. An investigation of the inclusive process, which must be established beyond enrollment, giving the student with a disability access to the curriculum and being included in the social context of the school.
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