O ensino de conjuntos e análise combinatória baseadas no desenho universal para a aprendizagem

Abstract

The main objective of the work is to describe and propose inclusive practices for teaching Sets and Combinatorial Analysis, based on the principles of Universal Design for Learning (UDL). The focus of the proposal is to build and develop inclusive pedagogical practices for teaching mathematics, considering the diversity present in the classroom. The work begins with an introduction to the topic of school inclusion, addressing the definitions of adaptation, relevant legislation and the importance of UDL, together with the principles and guidelines that guide its application in the classroom. The crucial role of the mathematics teacher in the inclusion process is also highlighted. After contextualizing the DUA, the work focuses on pedagogical proposals for teaching Sets and Combinatorial Analysis in High School. This includes the development of teaching materials and the planning of varied practices for application in the classroom. The text highlights the importance for the teacher to constantly observe the dynamics between teaching and learning, evaluating students' understanding, the relevance of examples and the problems presented. As recommended by the DUA, student participation, motivation and engagement are crucial to ensuring the effectiveness of the learning process. The development of the work explores how pedagogical proposals can facilitate the teaching and learning of mathematics for all students, enabling the understanding of concepts, problem solving and the practical application of knowledge acquired in everyday life. It is concluded that the proposals presented can serve as inspiration for other teachers, contributing to the promotion of inclusive learning for all students, regardless of whether they are People with Disabilities or not.