Tendências metodológicas utilizadas na alfabetização matemática de alunos com necessidades educacionais especiais – NEE: Uma revisão sistemática em produções científicas no período de 2016 a 2020

Abstract

Mathematical Literacy can become a fascinating coding process for the student, but this also depends on the methodological approach that is used in this process. Within this context, we carried out this research with the aim of identifying the methodological trends used for the mathematical literacy of students with Special Educational Needs – SEN in scientific productions from 2016 to 2020. This study is the result of research with a qualitative approach being classified as a systematic review. The research was divided into three phases, the first was the search for scientific productions already defended and published between the last five years, that is, 2016 to 2020. The second phase was the selection of works that served as the basis of the research, and the The last phase was data analysis, which was carried out through readings and recording the selected works. Through these steps we were able to identify the methodological procedures that were adopted by researchers in the classroom to teach their students mathematical literacy. We obtained 21 scientific productions that we selected to carry out this research. During reading and analysis of the works, it is noted that the researchers emphasize the process of mathematical literacy and that it is essential to be worked on from the initial grades. There were three data collection methodologies found in these works: observations and participation in the classroom, manipulative materials, digital technologies. In the end, we observed that this research, in addition to identifying methodological trends in Mathematical Literacy with inclusive education, shows that these are themes that are gaining more strength and that it is possible to find educational alternatives for all special educational needs.