Inclusive Mathematics in the Literacy Cycle: systematic review of empirical articles

Abstract

The objective of this research was to investigate in the national scientific literature, between the years 2016 to 2020, the mathematical content of empirical studies, as well as successful strategies for the inclusion of students with disabilities in classes of the Literacy Cycle. Empirical research selected from the electronic database of the CAPES Journal Portal, The Scientific Electronic Library Online (SciELO), the Electronic Periodicals in Psychology (PePSIC) and the Index Psi Technical-Scientific Journals were considered as data source. (IndexPsi), accessed in September 2020. The studies were grouped into three categories of analysis, namely: Use of technologies for teaching mathematics to students with disabilities; Curriculum and possible adaptations for teaching mathematics to students with disabilities and; Mathematics teaching practices from an inclusive perspective in classes of the Literacy Cycle. The results point to the scarcity of research using this approach for classes in the Literacy Cycle. Studies that discuss curricular accessibility were the majority and are still engaged in the search for an adapted curriculum or even innovative methodologies, in isolated contexts, far from the reality of the classroom. The analyzed studies show satisfactory results when experiencing cooperative and collaborative teaching situations, where students have the opportunity to share the same experiences as other colleagues. The adequacy of the challenges, the adaptations of tools, as well as the intentional interventions of the teacher, were determinant to guarantee the equity of the practices and the experience of an inclusive education of social quality.