Um suporte ao aprendizado de matemática a partir do AEE (atendimento educacional especializado)

Abstract

This paper presents the results of a study involving three pedagogical experiences related to the area of mathematics, with applicability within the SEA (Specialized Educational Assistance) resource room. Based on a literature search about the concept of inclusion in school environments, its challenges and reality, we present a reflective analysis regarding the search for better alternatives to assist students with some kind of learning difficulty. Additionally, we argue about the importance of using concrete materials at the moment of pedagogical practice, identifying its benefits for students by allowing them to make the connection of the content worked in the classroom with objects and situations of their daily lives. Thus, this is an applied and descriptive research, with a qualitative approach and focused on the use of concrete materials in activities related to mathematics content being worked in regular classes. Three teaching experiences were carried out through activities inside the SEAresource room, at the 18 de Abril Municipal Elementary School in Fortaleza dos Valos-RS, with a group of four students from 6th to 9th grade. The activities, about triangles, functions and plane and spatial geometric shapes, were planned in order to promote a link to interconnect the contents of the regular math classes with the use of the resources of the SEA room. Assessments were made and the main difficulties of the students were identified, and from these findings it was possible to plan alternative and complementary strategies to achieve the learning objectives and evaluate the pedagogical aspects. From the development of the activities, based on the theoretical study carried out, we tried to present a new look on the teaching of mathematics, treating this subject as an ally for the student's personal growth and mainly as a support for learning in other subjects. As a result of the activities related to mathematics teaching during the appointments in the SEA room, we had indications of a better abstraction of mathematical content by the students. Thus, the activity culminated with the development of a new teaching proposal within the school so that it is possible to take this methodology to other areas of knowledge.