Uma análise das produções científicas do encontro nacional de educação matemática sobre o processo de ensino e aprendizagem de alunos com síndrome de down no ensino fundamental

Abstract

This work emphasizes mathematics education and the inclusion of students with special needs, with the aim of understanding how the mathematics teaching-learning process occurs for elementary school students with Down Syndrome. Using a qualitative approach, we carried out a bibliographical research with the scientific productions of the National Meeting of Mathematics Education (ENEM) in the period from 2010 to 2019. Thus, we analyzed the scientific communications and experience reports aimed at the process of teaching and learning Mathematics, in Basic education for students with Down Syndrome. Four works were found, three of which were scientific communications and one experience report, three of which were from a regular school and one was from a private school. In view of the results, we verified that there are points that are not favorable to the intellectual development of students with Down Syndrome, which interfere in the learning process of these students, among them, the lack of interest on the part of teachers, the family and the students' own lack of interest. Among the positive points we identified the use of playful and multisensory materials. The works reported practices developed in elementary school, prioritizing mathematical content such as Cartesian representation of points on the plane, counting and aspects of mathematical thinking. Based on the analysis carried out, we verified that the appropriate use of these teaching resources helps students with Down Syndrome, contributing to their cognitive development.