Publicação
Geometry and Universal Design for Learning: a literature review in Inclusive Mathematics Education
| Resumo: | This article analyzes evidence of Universal Design for Learning from the perspective of Inclusive Education related to concepts of Geometry. For this, a qualitative research of the methodological principle of bibliographic review was used databases SciELO, Brazilian Digital Library of Theses and Dissertations and the CAPES Theses and Dissertations Catalog. Five researches were selected to analyze the proposed theme, whose results show that for inclusion there is no method or practice that serves students with disabilities, but adaptations so that they reach their goals in the teaching and learning process. The investigation points to the need for greater adherence of the UDL to the educational process in general, detaching its contributions in activities and planning in the teaching of Mathematics for all students. |
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| Autores principais: | Coelho, José Ricardo Dolenga |
| Outros Autores: | Góes, Anderson Roges Teixeira |
| Assunto: | Educação Inclusiva Ensino da Geometria Desenho Universal para Aprendizagem Educação Matemática Inclusive Education Geometry Teaching Universal Design for Learning Mathematical Education Educación Inclusiva Enseñanza de la Geometría Diseño Universal de Aprendizaje Educación Matemática |
| Ano: | 2021 |
| País: | Brasil |
| Tipo de documento: | artigo |
| Tipo de acesso: | unknown |
| Instituição associada: | IBICT |
| Idioma: | português |
| Origem: | Oasisbr |
| Resumo: | This article analyzes evidence of Universal Design for Learning from the perspective of Inclusive Education related to concepts of Geometry. For this, a qualitative research of the methodological principle of bibliographic review was used databases SciELO, Brazilian Digital Library of Theses and Dissertations and the CAPES Theses and Dissertations Catalog. Five researches were selected to analyze the proposed theme, whose results show that for inclusion there is no method or practice that serves students with disabilities, but adaptations so that they reach their goals in the teaching and learning process. The investigation points to the need for greater adherence of the UDL to the educational process in general, detaching its contributions in activities and planning in the teaching of Mathematics for all students. |
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