Jogos em aulas de matemática no ensino médio como forma de implementação do Desenho Universal para Aprendizagem (DUA)

Abstract

This study aims to analyze, in the context of High School Mathematics classes, the use of Universal Design for Learning (UDT) as strategy of school inclusion involving students Target Audience for Special Education (PAEE). Specifically, three goals were listed, namely: a) Identify the previous knowledge and mathematical skills presented by students in a high school class; b) To implement, in high school mathematics classes, teaching strategies that meet the principles of UAD as a possibility to promote school inclusion; c) Evaluate the strategies implemented in mathematics classes as a possibility for school inclusion. To do so, we conducted a quanti-qualitative field research, of the research-action type, in a public high school in the state of Maranhão. Two teachers took part in the study (the Mathematics teacher of the class and the teacher of the school's Specialized Educational Service), and the students of a first year high school class in the morning, among which a PAEE student. For data production, the survey and exercises (pre-test and post-test) involving the basic contents of number sets were used as instruments. As result of the research, the main results point to the finding that the majority of the class got involved in the development of the Project, demonstrating in practice the principles advocated by the Universal Design for Learning (UDL) proposal. Furthermore, the study also demonstrated that the students, despite the difficulties of understanding the related contents, felt chellenged in the own learning proccess. Therewith, it is necessary for the teacher to reevaluate the teaching strategies, as a differential in the formation of the mathematical knowledge. To this end, it can use teaching strategies based on the UAD, in order to the inclusion in a way to improve his own teaching proccess, aiming at the learning and full development of all students, including the PAEE.