Special Education Resource Rooms Type 1 in Brazil: An analysis of research objectives in dissertations on mathematics education

Abstract

This article presents the results of an investigation aimed at analyzing research on Type 1 Multifunctional Resource Rooms (MRR1) in Brazil, materialized in the form of dissertations, in the teaching of mathematics at the levels of Elementary Education 2 and High School. The dissertations analyzed were accessed on the website of the Brazilian Digital Library of Theses and Dissertations (DLTD) through the following search triggers: "resource room", "mathematics", "intellectual disability", "teaching of mathematics", "mathematical games", and some restrictive details were highlighted in the methodological procedures. From this process, we selected 10 dissertations, which were analyzed in their completeness. However, for this article, we focused only on interpreting the research objectives presented by the authors of these productions. In our analysis, we constructed three categories from the themes presented in three axes, namely: Axis 1, concerns the perceptions, conceptions, and activities developed for the training of student teachers, beginning teachers, and/or those in practice in MRR1 for the teaching of mathematics; Axis 2 concerns the discussions, observations, and theorizations about MRR1 for the teaching of mathematics, and finally, Axis 3, which encompasses proposals and descriptions of activities as pedagogical resources in MRR1 for the teaching of mathematics.